This document outlines a presentation about building a diverse classroom library. It discusses the importance of including books that serve as mirrors, windows, and doors for students. Mirrors allow students to see themselves reflected in literature. Windows allow students to view others' lives and experiences. Doors allow interaction and access into new worlds. The presentation provides resources for finding diverse books and strategies for integrating them into the classroom, such as book talks, read-alouds, and mini-lessons using excerpts. Teachers are given surveys to evaluate their current libraries and measure the impact of implementing diverse literature. The goal is for students to have access to literature representing various identities and experiences.
This document outlines an agenda for sharing literature with children, tweens, and teens. It discusses why sharing literature is important, including developing language skills, empathy, and lifelong readers. It also covers establishing a reading identity, finding time to read, expanding reading ranges, the value of reading aloud, and building reading communities. Participants are asked to reflect on their own reading autobiographies and identities as readers. The document provides tips for modeling reading, such as informal displays, booktalking, and using social media like Twitter to connect with others.
This document contains a syllabus for an English language course divided into units. The first unit focuses on greetings, personal information, interests and ambitions. Key vocabulary includes names of nationalities and personality descriptors. Grammar includes questions about personal details and interests. The second unit covers geographical features and their superlatives. It includes vocabulary about landforms and places. The third unit is about food and recipes. Key vocabulary lists ingredients and cooking methods.
This document provides an overview of a presentation on building a diverse classroom library. It begins with objectives for the presentation, which are to name resources for selecting diverse books, describe how books can serve as mirrors, windows, and doors, explain why classroom libraries need diversity, and evaluate one's own library.
The presentation then provides a rationale for diversity in classroom libraries, noting that students' diversity is not reflected in many libraries and literature should represent all students. It discusses how books can serve as mirrors, windows, and doors for students' identities. Resources for finding diverse books are shared in various categories like race, sexuality, ability status. Methods for integrating diverse literature, such as book talks, read-alouds, and mini
This document provides the unit objectives and key competences for three units in an English language textbook. Unit 1 focuses on electronic gadgets, including vocabulary like calculators and tablets. Unit 2 covers sports like badminton and cycling, and Unit 3 introduces animals such as baboons and flamingos. Each unit lists vocabulary, grammar structures, pronunciation practice, stories, videos, projects and quizzes about different countries' cultures. The overarching goals are to improve English skills while learning about technology, exercise, wildlife and social-cultural topics.
Librarians at Irving ISD schools provide booktalks and recommendations to students in various innovative ways to promote reading. They booktalk to classes weekly, make slide presentations and bookmarks, create book trailers and podcasts, and encourage other staff and students to recommend books. Over 8,500 booktalking sessions were conducted by librarians this year. Booktalks are done both traditionally and using new technologies like QR codes and online reviews. Staff across the district support booktalks through morning announcements and displays of what they and their students are reading.
This document summarizes ways that picture books can be used in secondary classrooms beyond early childhood education. Picture books can be used for read alouds to engage students, as "touchstone texts" to teach specific concepts repeatedly, for frontloading new topics to build background knowledge, in genre studies to analyze characteristics of picture books, and to inspire writing prompts and projects. Picture books offer opportunities for differentiation, cross-curricular connections, author/illustrator studies, and supporting skills in visual literacy, art, and other subjects.
This document provides advice for writing picture books, including choosing an appropriate age level, developing an original idea, crafting memorable characters, using effective words and text layout, illustrating or finding an illustrator, getting feedback, and publishing options. The key steps are to identify the target age group, develop an engaging story idea with buildup and resolution, write in a way that sounds enjoyable for children, and refine the text through feedback and multiple drafts before submitting to publishers. Picture books should have 16-32 pages that balance text and images to tell an entertaining visual story for young readers.
This document outlines a presentation about building a diverse classroom library. It discusses the importance of including books that serve as mirrors, windows, and doors for students. Mirrors allow students to see themselves reflected in literature. Windows allow students to view others' lives and experiences. Doors allow interaction and access into new worlds. The presentation provides resources for finding diverse books and strategies for integrating them into the classroom, such as book talks, read-alouds, and mini-lessons using excerpts. Teachers are given surveys to evaluate their current libraries and measure the impact of implementing diverse literature. The goal is for students to have access to literature representing various identities and experiences.
This document outlines an agenda for sharing literature with children, tweens, and teens. It discusses why sharing literature is important, including developing language skills, empathy, and lifelong readers. It also covers establishing a reading identity, finding time to read, expanding reading ranges, the value of reading aloud, and building reading communities. Participants are asked to reflect on their own reading autobiographies and identities as readers. The document provides tips for modeling reading, such as informal displays, booktalking, and using social media like Twitter to connect with others.
This document contains a syllabus for an English language course divided into units. The first unit focuses on greetings, personal information, interests and ambitions. Key vocabulary includes names of nationalities and personality descriptors. Grammar includes questions about personal details and interests. The second unit covers geographical features and their superlatives. It includes vocabulary about landforms and places. The third unit is about food and recipes. Key vocabulary lists ingredients and cooking methods.
This document provides an overview of a presentation on building a diverse classroom library. It begins with objectives for the presentation, which are to name resources for selecting diverse books, describe how books can serve as mirrors, windows, and doors, explain why classroom libraries need diversity, and evaluate one's own library.
The presentation then provides a rationale for diversity in classroom libraries, noting that students' diversity is not reflected in many libraries and literature should represent all students. It discusses how books can serve as mirrors, windows, and doors for students' identities. Resources for finding diverse books are shared in various categories like race, sexuality, ability status. Methods for integrating diverse literature, such as book talks, read-alouds, and mini
This document provides the unit objectives and key competences for three units in an English language textbook. Unit 1 focuses on electronic gadgets, including vocabulary like calculators and tablets. Unit 2 covers sports like badminton and cycling, and Unit 3 introduces animals such as baboons and flamingos. Each unit lists vocabulary, grammar structures, pronunciation practice, stories, videos, projects and quizzes about different countries' cultures. The overarching goals are to improve English skills while learning about technology, exercise, wildlife and social-cultural topics.
Librarians at Irving ISD schools provide booktalks and recommendations to students in various innovative ways to promote reading. They booktalk to classes weekly, make slide presentations and bookmarks, create book trailers and podcasts, and encourage other staff and students to recommend books. Over 8,500 booktalking sessions were conducted by librarians this year. Booktalks are done both traditionally and using new technologies like QR codes and online reviews. Staff across the district support booktalks through morning announcements and displays of what they and their students are reading.
This document summarizes ways that picture books can be used in secondary classrooms beyond early childhood education. Picture books can be used for read alouds to engage students, as "touchstone texts" to teach specific concepts repeatedly, for frontloading new topics to build background knowledge, in genre studies to analyze characteristics of picture books, and to inspire writing prompts and projects. Picture books offer opportunities for differentiation, cross-curricular connections, author/illustrator studies, and supporting skills in visual literacy, art, and other subjects.
This document provides advice for writing picture books, including choosing an appropriate age level, developing an original idea, crafting memorable characters, using effective words and text layout, illustrating or finding an illustrator, getting feedback, and publishing options. The key steps are to identify the target age group, develop an engaging story idea with buildup and resolution, write in a way that sounds enjoyable for children, and refine the text through feedback and multiple drafts before submitting to publishers. Picture books should have 16-32 pages that balance text and images to tell an entertaining visual story for young readers.
As a creative writer myself, will I become a more creative teacher?Janice K. Jones
How teachers (and their students) gain from teachers' becoming creative writers. Presentation by Dr Janice K. Jones: 2014 International Conference on Deep Languages Education Policy and Practices Stimulating languages learning - global perspectives and local practice
11-12 October 2014 Springfield Campus , University of Southern Queensland.
Using picture books in the middle schoolRose Hagar
Rose Hagar presented on using picture books in middle school. She explained that picture books use images and text together to tell stories, with pictures enhancing the brief text. While typically only 32 pages long, picture books can explore complex themes through visual elements and symbolism over the heads of younger readers. They are suitable for middle school as their universal themes promote comprehension and enjoyment while fitting time constraints. Picture books expose students to diverse topics and genres in an accessible way to develop reading and writing skills.
This document discusses differentiation strategies for instruction in the classroom. It begins by noting the diversity of students that may be in one classroom, including those with different abilities, backgrounds and interests. It then defines differentiation as providing multiple options for students to access and make sense of information. The document goes on to describe various differentiation strategies like tiered lessons, Think-Tac-Toe grids, and anchor activities. It emphasizes the importance of clear learning outcomes and ensuring tasks are appropriately challenging for all students.
The Challenge to Write –Dangerous and Disruptive Words Janice K. Jones
This document summarizes a presentation given by Dr. Janice K. Jones at the University of Cambridge on the challenge of writing dangerous and disruptive words. It discusses the power of imaginative writing and how writing inwardly through reflection or outwardly through performance can be transformative. It also explores some of the tensions that can arise when teachers and students write from personal experience, such as issues of privacy and vulnerability. Overall, the document advocates for making time and space for creative writing in education and treating student and teacher writers with empathy and respect.
The document provides a variety of educational resources for teachers, including extra time exercises, small group projects, field trip sites, electronic and print media, fine arts activities, and multicultural concepts that can be used to supplement classroom lessons. It offers summaries and instructions for activities like a synectic box exercise, creative writing prompts, reading obituaries, creating comic strips, literature circles, and storytelling with prop bags. The resources aim to make lessons more engaging for students through games, group work, media sources, art projects, and visits outside the classroom.
Trade books are more engaging for readers than textbooks because they use vivid language, varied formats and illustrations, and provide a personal perspective on topics. Research shows that access to trade books improves reading scores, helps children who struggle with informational texts, and increases students' motivation to read. Teachers can incorporate trade books into the curriculum through grand conversations about books, literature circles where students lead discussions in small groups, and creative responses where students interpret books through activities of their choice rather than traditional book reports. Using trade books across subjects helps children see the relevance of library books to their daily learning.
Interactive Story Telling Workshop : YMCA CLUB Ilaxi Patel
Conducted Interactive Story Telling Session (by Ilaxi Patel, Author of Guardian of Angels and Editor, Kidsfreesouls) held at YMCA Club (YMCA International Centre) on International Children’s Book Day on Hans Christian Andersen Birthday, 2nd April.
Inspired love for reading and cultivating reading habits making the kids dive into the imagination World.
More on this on Ed Blog:
http://www.kidsfreesouls.com/interactive-story-telling-ymca-international-centre-club-super-fun-children/
Debbie Alvarez provides many suggestions for encouraging reading in the classroom, including reading aloud daily, celebrating book-related holidays and events, recommending books to students, and maintaining an enthusiastic reading environment. She recommends the book "Reading in the Wild" by Donalyn Miller as a professional resource. Alvarez also shares online reading resources and book lists to support teachers in selecting books for students.
This document provides instructions for teaching a reading lesson on the story "Ta-Na-E-Ka". It includes definitions of realistic fiction and strategies for students to use such as monitoring comprehension and using a Venn diagram to compare and contrast characters. It also previews vocabulary words and provides discussion questions to develop comprehension as students read the story, such as having students paraphrase sections in their own words.
Creating confident readers and writersTeri Lesesne
This document provides guidance and strategies for booktalking to engage readers. It begins with an overview of the presenters and agenda. It then discusses the importance of getting to know readers through reading autobiographies and surveys. Key factors that engage readers are identified, such as choice, access to books, response, and community. Strategies are presented for finding books, including using bestseller lists and blogs. Tips are provided for setting reading priorities and making time for reading. The document concludes with guidelines and examples for doing effective booktalks to promote books to readers.
The document provides guidance on selecting books for an elementary school reading program. It emphasizes developing both reading skills and reading enjoyment. A good selection should include fiction, biographies, informational books, and reference materials. Fiction books should have appealing themes, plots, characters, and illustrations appropriate for children. Biographies should accurately portray real heroes' lives, faults, and deeds. Informational books need accurate, easy to understand facts. Reference books must be usable. The overall goal is providing materials that interest and inform students while developing reading abilities.
The document discusses using background knowledge to aid reading comprehension by making connections between the text and one's own experiences and knowledge through text-to-self, text-to-text, and text-to-world connections. It provides examples of activating background knowledge when reading a poem about a child's laughter and making connections between the poem and a short story. Strategies are presented for building background knowledge through the use of children's books and K-W-L charts.
This document discusses visual literacy and interpreting illustrations in picture story books. It defines visual literacy as the ability to interpret and make meaning from visual information like images. It describes various art elements like color, texture, line, form and space that illustrators use to convey meaning. It also discusses interpreting illustrations from aesthetic, functional, and social critical perspectives by analyzing elements like characterisation, setting, plot and themes. The document provides examples of how illustrators use elements and media techniques to tell stories visually and add meaning beyond the text. It suggests activities for developing visual literacy like comparing illustrations from different stories and different illustrators.
The document discusses the history and evolution of picture books. It begins by defining picture books as works where both text and illustrations are equally important. Early picture books had somewhat independent stories and pictures, but modern books fully integrate the two elements. The document then covers milestones in picture book illustration and the influx of European artists in the 1930s-40s who influenced the genre. It notes picture books historically reflected a white perspective but became more diverse over time. The document concludes by discussing important awards like the Caldecott, Coretta Scott King, and Pura Belpre that recognize excellence and representation in children's literature.
This document provides information about arts standards and an introduction to a module on Southeast Asian folk arts. The module objectives are to name Southeast Asian countries, understand the nature and influence of their arts/crafts, analyze design elements in their folk arts, compare/appreciate similarities/differences, create examples showing understanding, and put up a mini exhibit. The document outlines lessons on fabric design, arts/crafts, and provides examples from specific countries like Thai silk, Cambodian weaving, Lao textiles, Vietnamese silk, Indonesian batik, Malaysian batik, Brunei batik, Thai sky lanterns, Cambodian handicrafts, Lao papermaking, Vietnamese silk painting, Indonesian
This document provides an agenda and notes for a literacy education workshop. The agenda includes discussing questions from the previous day, using picture books as mentor texts, exploring blackout and highlight poetry techniques, remixing texts, exploring apps for literacy education, building professional learning networks via social media, and wrapping up. The notes provide additional details about using picture books to teach skills and genres, examining text structures, developing empathy and other literary elements, and exploring various apps and social media platforms for professional collaboration and outreach.
The document provides an overview and analysis of the poem "Heir Conditioning" which depicts a dialogue between grandparents and their grandchild about the differences between their generations in terms of lifestyle and relationship with nature, highlighting themes of environmental degradation, materialism, and loss of spirituality in the modern world. Details are given about the poet, setting, tone, imagery, themes, and poetic devices used in the poem.
The librarian of Basra:A true story from Iraq by JeanetteWinter,and Alia’s mi...Tati D. Wardi Ph.D.
This document summarizes and analyzes two children's books - The Librarian of Basra by Jeanette Winter and Alia's Mission Saving the Books of Iraq by Mark Alan Stamaty. Both books tell the true story of Alia Muhammad Baker, the chief librarian of Basra who rescued almost 30,000 books from being destroyed during the Iraq War. The document analyzes the books' narratives using John Stephens' theory of narrative point of view, specifically examining the perceptual and conceptual points of view presented through different character focalizations like Alia and the narrator. It concludes that both books emphasize Alia as a brave heroine through her focalized point of view in order to convey the moral that she risked herself
Informational and Biographical Literature . . . and Mice!Johan Koren
This document provides an overview of informational and biographical literature for children, beginning with definitions and discussions of informational texts, nonfiction, and biography. It then examines key award criteria for informational books, such as the Sibert Medal and Orbis Pictus Award, and provides examples of award-winning titles. The document also discusses different approaches to writing biography for children and the importance of accuracy versus fictionalization.
This document provides an overview of children's literature. It defines children's literature as written works and illustrations created to entertain or instruct young people, including classics, picture books, folk tales, and oral works. The document discusses how literature helps children develop important skills from a young age as they are exposed to symbols and stories. Children's literature serves purposes such as entertaining, informing, and persuading through different forms like poems, stories, textbooks and magazines. It also categorizes literature into narratives, like stories, and expository works, like information texts.
The document provides an overview of the academic writing process. It begins with choosing a topic and brainstorming ideas. This is followed by researching to discover a thesis statement. Then, the writer plans by creating an outline and breaking their paper into sections. They draft their paper before revising, editing, and proofreading. The writing process is iterative, with research occurring throughout drafting and revising. Overall, the document outlines the key steps academic writers should follow to produce a well-structured paper supported by research.
9 Key Takeaways for Brands from WOMMA Summit 2012Gemma Craven
WOMMA Summit takes place every year and is an important time for brands and word of mouth marketers to share best practices, trends and ideas. This presentation captures 9 important takeaways from the Summit www.womma.org
As a creative writer myself, will I become a more creative teacher?Janice K. Jones
How teachers (and their students) gain from teachers' becoming creative writers. Presentation by Dr Janice K. Jones: 2014 International Conference on Deep Languages Education Policy and Practices Stimulating languages learning - global perspectives and local practice
11-12 October 2014 Springfield Campus , University of Southern Queensland.
Using picture books in the middle schoolRose Hagar
Rose Hagar presented on using picture books in middle school. She explained that picture books use images and text together to tell stories, with pictures enhancing the brief text. While typically only 32 pages long, picture books can explore complex themes through visual elements and symbolism over the heads of younger readers. They are suitable for middle school as their universal themes promote comprehension and enjoyment while fitting time constraints. Picture books expose students to diverse topics and genres in an accessible way to develop reading and writing skills.
This document discusses differentiation strategies for instruction in the classroom. It begins by noting the diversity of students that may be in one classroom, including those with different abilities, backgrounds and interests. It then defines differentiation as providing multiple options for students to access and make sense of information. The document goes on to describe various differentiation strategies like tiered lessons, Think-Tac-Toe grids, and anchor activities. It emphasizes the importance of clear learning outcomes and ensuring tasks are appropriately challenging for all students.
The Challenge to Write –Dangerous and Disruptive Words Janice K. Jones
This document summarizes a presentation given by Dr. Janice K. Jones at the University of Cambridge on the challenge of writing dangerous and disruptive words. It discusses the power of imaginative writing and how writing inwardly through reflection or outwardly through performance can be transformative. It also explores some of the tensions that can arise when teachers and students write from personal experience, such as issues of privacy and vulnerability. Overall, the document advocates for making time and space for creative writing in education and treating student and teacher writers with empathy and respect.
The document provides a variety of educational resources for teachers, including extra time exercises, small group projects, field trip sites, electronic and print media, fine arts activities, and multicultural concepts that can be used to supplement classroom lessons. It offers summaries and instructions for activities like a synectic box exercise, creative writing prompts, reading obituaries, creating comic strips, literature circles, and storytelling with prop bags. The resources aim to make lessons more engaging for students through games, group work, media sources, art projects, and visits outside the classroom.
Trade books are more engaging for readers than textbooks because they use vivid language, varied formats and illustrations, and provide a personal perspective on topics. Research shows that access to trade books improves reading scores, helps children who struggle with informational texts, and increases students' motivation to read. Teachers can incorporate trade books into the curriculum through grand conversations about books, literature circles where students lead discussions in small groups, and creative responses where students interpret books through activities of their choice rather than traditional book reports. Using trade books across subjects helps children see the relevance of library books to their daily learning.
Interactive Story Telling Workshop : YMCA CLUB Ilaxi Patel
Conducted Interactive Story Telling Session (by Ilaxi Patel, Author of Guardian of Angels and Editor, Kidsfreesouls) held at YMCA Club (YMCA International Centre) on International Children’s Book Day on Hans Christian Andersen Birthday, 2nd April.
Inspired love for reading and cultivating reading habits making the kids dive into the imagination World.
More on this on Ed Blog:
http://www.kidsfreesouls.com/interactive-story-telling-ymca-international-centre-club-super-fun-children/
Debbie Alvarez provides many suggestions for encouraging reading in the classroom, including reading aloud daily, celebrating book-related holidays and events, recommending books to students, and maintaining an enthusiastic reading environment. She recommends the book "Reading in the Wild" by Donalyn Miller as a professional resource. Alvarez also shares online reading resources and book lists to support teachers in selecting books for students.
This document provides instructions for teaching a reading lesson on the story "Ta-Na-E-Ka". It includes definitions of realistic fiction and strategies for students to use such as monitoring comprehension and using a Venn diagram to compare and contrast characters. It also previews vocabulary words and provides discussion questions to develop comprehension as students read the story, such as having students paraphrase sections in their own words.
Creating confident readers and writersTeri Lesesne
This document provides guidance and strategies for booktalking to engage readers. It begins with an overview of the presenters and agenda. It then discusses the importance of getting to know readers through reading autobiographies and surveys. Key factors that engage readers are identified, such as choice, access to books, response, and community. Strategies are presented for finding books, including using bestseller lists and blogs. Tips are provided for setting reading priorities and making time for reading. The document concludes with guidelines and examples for doing effective booktalks to promote books to readers.
The document provides guidance on selecting books for an elementary school reading program. It emphasizes developing both reading skills and reading enjoyment. A good selection should include fiction, biographies, informational books, and reference materials. Fiction books should have appealing themes, plots, characters, and illustrations appropriate for children. Biographies should accurately portray real heroes' lives, faults, and deeds. Informational books need accurate, easy to understand facts. Reference books must be usable. The overall goal is providing materials that interest and inform students while developing reading abilities.
The document discusses using background knowledge to aid reading comprehension by making connections between the text and one's own experiences and knowledge through text-to-self, text-to-text, and text-to-world connections. It provides examples of activating background knowledge when reading a poem about a child's laughter and making connections between the poem and a short story. Strategies are presented for building background knowledge through the use of children's books and K-W-L charts.
This document discusses visual literacy and interpreting illustrations in picture story books. It defines visual literacy as the ability to interpret and make meaning from visual information like images. It describes various art elements like color, texture, line, form and space that illustrators use to convey meaning. It also discusses interpreting illustrations from aesthetic, functional, and social critical perspectives by analyzing elements like characterisation, setting, plot and themes. The document provides examples of how illustrators use elements and media techniques to tell stories visually and add meaning beyond the text. It suggests activities for developing visual literacy like comparing illustrations from different stories and different illustrators.
The document discusses the history and evolution of picture books. It begins by defining picture books as works where both text and illustrations are equally important. Early picture books had somewhat independent stories and pictures, but modern books fully integrate the two elements. The document then covers milestones in picture book illustration and the influx of European artists in the 1930s-40s who influenced the genre. It notes picture books historically reflected a white perspective but became more diverse over time. The document concludes by discussing important awards like the Caldecott, Coretta Scott King, and Pura Belpre that recognize excellence and representation in children's literature.
This document provides information about arts standards and an introduction to a module on Southeast Asian folk arts. The module objectives are to name Southeast Asian countries, understand the nature and influence of their arts/crafts, analyze design elements in their folk arts, compare/appreciate similarities/differences, create examples showing understanding, and put up a mini exhibit. The document outlines lessons on fabric design, arts/crafts, and provides examples from specific countries like Thai silk, Cambodian weaving, Lao textiles, Vietnamese silk, Indonesian batik, Malaysian batik, Brunei batik, Thai sky lanterns, Cambodian handicrafts, Lao papermaking, Vietnamese silk painting, Indonesian
This document provides an agenda and notes for a literacy education workshop. The agenda includes discussing questions from the previous day, using picture books as mentor texts, exploring blackout and highlight poetry techniques, remixing texts, exploring apps for literacy education, building professional learning networks via social media, and wrapping up. The notes provide additional details about using picture books to teach skills and genres, examining text structures, developing empathy and other literary elements, and exploring various apps and social media platforms for professional collaboration and outreach.
The document provides an overview and analysis of the poem "Heir Conditioning" which depicts a dialogue between grandparents and their grandchild about the differences between their generations in terms of lifestyle and relationship with nature, highlighting themes of environmental degradation, materialism, and loss of spirituality in the modern world. Details are given about the poet, setting, tone, imagery, themes, and poetic devices used in the poem.
The librarian of Basra:A true story from Iraq by JeanetteWinter,and Alia’s mi...Tati D. Wardi Ph.D.
This document summarizes and analyzes two children's books - The Librarian of Basra by Jeanette Winter and Alia's Mission Saving the Books of Iraq by Mark Alan Stamaty. Both books tell the true story of Alia Muhammad Baker, the chief librarian of Basra who rescued almost 30,000 books from being destroyed during the Iraq War. The document analyzes the books' narratives using John Stephens' theory of narrative point of view, specifically examining the perceptual and conceptual points of view presented through different character focalizations like Alia and the narrator. It concludes that both books emphasize Alia as a brave heroine through her focalized point of view in order to convey the moral that she risked herself
Informational and Biographical Literature . . . and Mice!Johan Koren
This document provides an overview of informational and biographical literature for children, beginning with definitions and discussions of informational texts, nonfiction, and biography. It then examines key award criteria for informational books, such as the Sibert Medal and Orbis Pictus Award, and provides examples of award-winning titles. The document also discusses different approaches to writing biography for children and the importance of accuracy versus fictionalization.
This document provides an overview of children's literature. It defines children's literature as written works and illustrations created to entertain or instruct young people, including classics, picture books, folk tales, and oral works. The document discusses how literature helps children develop important skills from a young age as they are exposed to symbols and stories. Children's literature serves purposes such as entertaining, informing, and persuading through different forms like poems, stories, textbooks and magazines. It also categorizes literature into narratives, like stories, and expository works, like information texts.
The document provides an overview of the academic writing process. It begins with choosing a topic and brainstorming ideas. This is followed by researching to discover a thesis statement. Then, the writer plans by creating an outline and breaking their paper into sections. They draft their paper before revising, editing, and proofreading. The writing process is iterative, with research occurring throughout drafting and revising. Overall, the document outlines the key steps academic writers should follow to produce a well-structured paper supported by research.
9 Key Takeaways for Brands from WOMMA Summit 2012Gemma Craven
WOMMA Summit takes place every year and is an important time for brands and word of mouth marketers to share best practices, trends and ideas. This presentation captures 9 important takeaways from the Summit www.womma.org
From January-March 2016, inaugural EES Cairo Fellow, Melanie Pitkin, is presenting a series of workshops focused on 'Research Skills for Egyptology' primarily at the Greek Campus in Downtown Cairo, but also across other parts of Egypt. This is a copy of Melanie's presentation. To find out more upcoming workshops, or for any questions you might have related to the content, please contact Melanie: melanie.pitkin@ees.ac.uk.
The document discusses different types of academic writing such as essays, research papers, research articles, dissertations, theses, technical reports, and research projects. It provides details on the typical length and purpose of each type. The document also outlines the basic structure for academic writing, including sections like the introduction, body, and conclusion. It describes the formal tone, objective style, and use of references expected in academic writing.
This document discusses common difficulties teachers face in teaching English as a foreign language and provides potential solutions. It identifies issues such as spelling, homework completion, lack of student interest, disruptive behavior, pronunciation challenges, writing compositions, poor handwriting, and comprehension struggles. The document then explores solutions, including clearly explaining rules, incorporating repetition, using dictionaries, rewarding positive behavior, ensuring variety in lessons, and providing models and structured practice for developing skills like pronunciation and writing compositions. The overall goal is to help teachers address difficulties and improve student English learning outcomes.
This presentation examines the necessity of encouraging writing across the curriculum areas. Writing activities have to be engaging, meaningful and help to develop the writing skills of the audience. These slides examine how and why one should teach writing across the curriculum.
This document discusses teaching writing genres with authentic purposes and audiences. It argues that teaching genres in this way motivates and engages students by empowering them to read and write for real reasons. It provides examples of teaching different genres like narratives, biographies, procedures, and persuasives with authentic purposes, such as creating books for younger students or writing how-to manuals for the community. The document emphasizes that students will produce higher quality writing when they know a real audience will read their work beyond just the teacher.
This document provides guidance for incorporating inquiry-based learning into any classroom through the use of artworks. It recommends choosing a theme that is visually evident in the artworks, relevant to students, and promotes critical thinking. Teachers should ask open-ended questions to guide student discovery and understanding. Suggested activities include having students write descriptions, reviews, or narratives related to the artworks. The goal is to encourage curiosity, foster close examination of details, and connect students' experiences to the artworks and other learning.
The document provides guidance on writing effective personal statements for university applications. It discusses why personal statements are important, tips for style and structure, things to include like relevant skills and experiences, and things to avoid like plagiarism. The document recommends spending time planning and drafting the statement, getting feedback, and focusing on showing enthusiasm for the subject rather than just listing achievements or interests. It also provides example personal statements and questions for applicants to consider to help strengthen their statement.
A presentation on inculcating reading habit among school going children.to make a book read is very difficult task ways and means is given to make book reading a habit.
The document discusses strategies for getting students excited about reading, noting that many students, especially boys, are disinterested in or averse to reading. It provides tips for teachers to personalize the reading experience for students, such as demonstrating the social aspects of reading, using engaging techniques like collaborative activities and projects, and focusing on building reading proficiency. The goal is to foster positive attitudes towards reading by providing successful reading experiences and strengthening students' beliefs that reading can be an enjoyable activity.
The document discusses the importance of reading and establishing class libraries. It emphasizes that class libraries are an essential component for developing reading habits in students from an early age. The key points are:
1) Class libraries provide easy access to reading materials and help energize classrooms. Teachers should motivate students to read and integrate reading activities into the curriculum.
2) Setting up attractive and well-maintained reading corners in classrooms stocked with a variety of books can help develop a culture of reading.
3) Regular reading-related activities like reading aloud, book reviews, literary competitions etc. can help engage students and promote reading for pleasure.
Research Methodology: Syllabus Design and IntroductionDilip Barad
Research Methodology in Humanities, especially, in English literary studies is important to the aspirants of M.Phil, Ph.D. or to the research scholars/teachers who wish to apply for minor or major research projects to UGC or similar funding agencies. This presentation gives an outline of model syllabus for such courses. It also presents some views of Richard Altick and John Fenstermaker from 'The Art of Literary Research'.
Here are some key points the groups may discuss about the statements on page 74:
- The essentialist view that cultures have clear boundaries and people exclusively belong to one culture is an oversimplification. Cultures are fluid and dynamic, with blurred boundaries.
- People have multiple, overlapping cultural identities that change over time based on their experiences and interactions. They cannot be reduced to a single cultural label.
- Understanding someone from another culture requires seeing them as a complex individual, not just as a representative of their presumed culture. Stereotypes are limiting and often inaccurate.
- Culture is a verb - it's something societies and groups do and display through complex, evolving characteristics. It can't be pinned down or essentialized
Fulbright teacher exchange global competenceHonor Moorman
This document outlines strategies for teaching students to develop global competence. It discusses finding global connections, raising awareness of different perspectives, embracing diversity, and using case studies, visuals and personal examples. Some key approaches are developing empathy, seeing the world from others' viewpoints, investigating other cultures through research, guest speakers and celebrations, and communicating ideas through projects, presentations and technology. Students are encouraged to take action by engaging in service learning, fundraising, problem solving and communicating with international partners.
The writing process a writing resource guide finalRabeeh Saâdawi
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The document discusses the multi-genre research paper format. It allows students to incorporate research findings into a variety of genres to represent their understandings in a creative way. Benefits include increased student engagement, in-depth learning, choice and ownership over their writing. A multi-genre paper typically includes traditional research elements as well as multiple creative genre pieces tied together with a repetend, which provides unity and guides the reader.
This document provides strategies for motivating high school students to read literature in a foreign language. It discusses how motivation typically drops off during initial readings. It proposes incorporating pre-reading activities to build context and engagement before students read passages. Example activities include having students fill in missing text, create comics based on summaries, or arrange dialogue excerpts by color-coding speaker quotes. The goal is to help students form personal connections with the text before reading it directly. Additional tips suggest varying seating arrangements and assessment tools to keep lessons interactive and raise students' appreciation of literature in the target language.
This document discusses strategies for taking care of readers. It begins with an introduction to Teri Lesesne and her contact information. It then discusses Teri's childhood reading experiences and how her reading interests have changed over time. The bulk of the document focuses on establishing a TBR (to-be-read) stack or shelf, including what TBR means, how to set one up, and recommendations for best books from 2015. It provides tips for finding time to read, including using "edge time," making reading a priority, and allowing time for it in class. It discusses the importance of read-alouds and providing variety, including through audiobooks. It also discusses the role of the librarian in
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How to Read a Poem- Close reading and practical criticismEllis74
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Carolina Forest International Elementary is implementing gifted pedagogy for all of the second grade students. This presentation is a first step in supporting teachers in that process.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
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Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
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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.
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3. Overview
• Linking reading and writing
• Academic writing: essays
• Process vs. product approach
• Portfolios
• Research projects
• Teacher / student writing consultations
• Plagiarism
• Creating a writing goal
4. Writing skills
1. What do students need to be able to do to
become good essay writers?
2. What do students need to be able to do to
become good research paper writers?
Be specific!
5. Writing tied to reading
• Students need to write often about what
they read, and publish what they write
• Have students react to the reading they
are doing for class.
• Have students react to topics they read in
depth
▫ Research a curriculum topic
▫ Give a presentation in class
▫ Write a paper about what they discovered
6. Publishing what students write
• Writing in the real world is public
• Teacher Class World
• Ways to publish:
▫ Pass out copies of student work
▫ Students write on blogs
▫ Students write on wikis
7. Blogs
A blog is an online, semi-public
journal that displays the user’s posts, and
allows visitors to post responses
Blogging = individual reaction to something
+ the comments of others
Informal, independent writing
8.
9. Blogging
• What are the potential problems your
students might have with blogging?
• Not all students will have access
▫ Kontakt; Facebook; World of Warcraft
▫ Students can work in pairs
▫ Give students time to post
▫ Students can turn in the work on paper
10. Blogging projects
• Autobiography
• Add a new chapter each month
• Other students read, comment on
• Student responses to reading, films, class
discussions, curriculum topics
• Follow-up writing task from class work
• Students can add pictures, video, Powerpoints
• Reading blog
• Add 10 entries per semester about class /
home reading
11. Wikis
Wiki = web-based collaborative writing
space
• Wiki wiki means ‘quick’ in Hawai’ian
• Allows multiple users to add and edit
content of one shared space
• Users add new pages to create a network of
hyperlinked documents
• More student control = more success
12.
13. Wiki projects
• A student newsletter
▫ Students add information monthly
• A town / district information source
▫ A resource for tourists
• Extra information on curriculum topics
▫ Assign students different topics, they create a page
on the class wiki with links, pictures, videos, etc.
• Student cookbook
• Student essays
▫ Students have their own page for essays; other
students proofread their writing, make suggestions
15. Essay writing
• Builds on paragraph writing work
• Learning essay structure essential
• Formulaic to creative
• Student’s voice to informed opinion
16. Rearrange the steps of the writing process
• ___ Publish
• ___ Brainstorming
• ___ Assess the topic
• ___ Write the second draft
• ___ Editing
• ___ Revising
• ___ Write the first draft
18. • During the cold months of winter, I often dream of the white, sandy beaches of an island
country, where the sun shines warmly upon my face. Then I wander to another corner of
the world, where I find myself walking among trees tall like giants and I feel as if I am one of
Hook
the exotic animals running freely below. Yet each time I begin to dream of traveling to
another country, my mind keeps returning to a place with historical pyramids where strange
spices waft through the air and beautiful, rhythmic music lures me into a trance. For me,
Introduction
Egypt has always been a place that has an indelible mark of history, culture and mystery and
is a place I hope to visit one day. Thesis statement
• If you study history closely, you will notice that Egypt has played a central role in world
history time and again. Books tell us stories from the beginning of time when pharaohs
ruled the land, to today, when the fight between democracy and extreme Islamic views
make Egypt a powerful player in world politics. Yet, books can only provide us with a
limited view. To fully understand and experience a country, we must travel to this place,
Body
where we can walk on the streets where these leaders walked, visit the places where these
important decisions were made, touch the monuments crafted in their honor.
• Also, the culture of the Egyptians has infiltrated the ways of life in countries near and far.
Today, we can see Egyptian influences in our food, clothes and even furniture. Often
popular culture is influenced by Egyptian music and fashion. In America, belly dancing,
Topic sentences
which originated in Egypt, is popular among young women. Although the proverb reminds
us that imitation is the best form of flattery, American belly dancing classes and Egyptian
jewelry purchased in Ukraine are only artificial representations of this country’s culture. I
want to visit Egypt’s bazaars and eat in its restaurants because such authentic experiences
Supporting
will create memories that I will be able to remember the next time I watch belly dancers or
wear an Egyptian necklace.
sentences
• Finally, people often travel around the world trying to find answers to its mysteries, and
Egypt has always been a place of intrigue for many travelers, including myself. I hope that
my adventures will help me understand that culture’s place in history and explain why the
rest of the world is so fascinated with their traditions. It is possible that my travels will only
create more questions, but these questions can be the beginning of a lifetime of
globetrotting.
• In conclusion, Egypt’s history, culture and mysteries have transfixed the world for
Conclusion
centuries and its influence can be seen across the globe. I believe that we can find answers
through our experiences. Books are helpful but limited, and traveling is the best way to
discover unknown worlds. I hope that one day I will be able to visit Egypt so that I can
satisfy my curiosity about this country, its people and traditions. Last message
22. Make an outline
Introduction
Thesis Statement
____________________________________________
Reason #1
Topic Sentence
____________________________________________
Support A
_____________________________________________
Support B
_____________________________________________
Support C
______________________________________________
23. Reason #2, 3
Topic Sentence
______________________________________________
Support A
______________________________________________
Support B
______________________________________________
Support C
____________________________________________
Conclusion
Thesis Statement (restated in different words )
_____________________________________________
24. Revising and editing
• Students revise and edit the first draft of
their essays
• Students can read each others’ first draft
and underline parts they don’t
understand, or underline words and
grammar they aren’t sure about
• The teacher revises the students’ first
drafts
25. Revising
Check list for students:
▫ Is my argument clear?
▫ Did I include the necessary background
information?
▫ Do I present only one idea per paragraph in the
body?
▫ Do my supporting statements support my topic?
▫ Do the paragraphs fit together in a way that makes
sense?
▫ Does my conclusion summarize the key parts of my
essay?
26. Teacher (and peer) feedback: revising
• Higher order concerns first
▫ Clear focus / thesis
▫ Appropriate for Audience/Readers
▫ Good organization (paragraphs and
structure)
▫ Good development (relevant & sufficient)
28. Process vs. product approach
• Multiple drafts of essays
• Self editing and revising
• Peer editing
• Teacher editing, and suggestions
about revising
• Publishing
29. Portfolios: a process approach
• Portfolios are used to collect samples
of student work over time to track
student development.
• A portfolio should contain samples of
a student’s work and teacher and
student reflection of that work.
30. Portfolios
• Writing samples such as dialogue journal
entries, book reports, essays, reading log entries
• All versions of the writing (1st draft, 2nd draft)
• Interview notes
• Peer-editing notes; teacher comments
• Writing checklists (by student, peers and
teacher)
• A reflective report about the student’s
writing development - written by the
student
31. Research papers
Tasks for improving research writing:
• Paraphrasing (sentences)
• Summarizing (passages, then whole
articles)
• Citations – what style?
• Give students a 5 sources (article, chapter,
from Internet, etc) and they write a
bibliography
32. Essays to research papers
1. Students start with a personal essay,
already written.
2. They find three (expert) articles that are
relevant to their thesis statement
3. They cite appropriate information from
the articles to support their position
4. Cite the sources appropriately, and add a
‘references cited’ list on the last page
33. Essays to research papers
1. Everyone in the class gets the same three
sources (articles, chapters, etc.), chosen by the
teacher
2. Students write brief summaries of each article
3. Students write an essay appropriately citing
information from all three sources, and include
a the references at the end of the paper
34. Summarizing articles: organizers
• Title (student own • Title (student own
title for article) title for article)
• Full citation (MLA, • Full citation (MLA,
APA, etc) APA, etc)
• Research question • Thesis / question
• Sample • Discussion points
• Methods • Conclusions
• Results • Theory
• Theory • Links
• Links
36. Research Project Overview
• Title
• Background
• Problem
• Aims / research questions
• Participants
• Method and Analysis
• Significance (answering ‘why should anyone
care?’)
37. Typical ‘moves’ in a thesis introduction
• Move 1 Establishing a research territory
▫ By introducing previous research in the
specific area
• Move 2 Establishing a niche
▫ By indicating a gap in the previous research, or
raising a question about it
• Move 3 Occupying the niche
▫ By outlining purposes/aims, or research
questions/hypotheses; By providing previews
of each chapter in the thesis
38. Academic writing conferences
• Purdue Online Writing Lab
▫ English as a second language
ESL Instructors, Tutors
ESL Orientation for Writing Lab Tutorials
39. Tips for Success
• Be a guide, not a ‘guru’: help the student to
discover his/her own methods and ideas.
• Model, don’t prescribe: demonstrate how to
apply something once, then let the student
invent on his/her own.
• Review and/or refer: let the student leave with a
task or a resource so they stay focused beyond
their conference.
40. Setting an Agenda
• What does the student want to work on?
• Why is agenda-setting important?
▫ Tutorials are different from the instruction in
the classroom setting. Tutors usually ask what
students want to work on.
▫ Students know their own writing best.
▫ They (and you) should be realistic about what
can be done in one tutorial and set priorities.
41. Plagiarism
• What is plagiarism?
• What do you do when your students
plagiarize a source?
• How can you encourage students to
stop plagiarizing?
42. Writing goals
• What is a writing goal your students
could achieve this year?
• By the end of the year, I want my
students to…
• Write complex sentences, cohesive &
unified paragraph, well-structured
composition, properly cited research
paper
43. Questions, comments?
Thomas Tasker
Senior English Language Fellow
tct118@psu.edu