EPR EPR. Directions 1. Give clear, specific directions, and model first. 2. Always beam the task or question to all.
|
|
- Avice Reeves
- 6 years ago
- Views:
Transcription
1 EPR Directions 1. Give clear, specific directions, and model first. 2. Always beam the task or question to all. 3. Provide sufficient wait time. Signal the response i.e. Ready? Show me. EPR Directions 1. Give clear, specific directions, and model first. 2. Always beam the task or question to all. 3. Provide sufficient wait time. Signal the response i.e. Ready? Show me.
2 Ways to Implement This 1. Hand signals/choral Responses Thumbs up Sign language Human Graph Plickers 2. Manipulatives Cat/Dog or Coke/Fry Solo plates Agree/Disagree Educreations 3. Technology Plickers Kahoot Whiteboards Apps Nearpod 1. Always teach the procedure or routine for using manipulatives first. 2. Organize manipulatives so that they can be easily accessed by students (box on desks, pockets on shower curtain, folders, baggies, etc.) 3. Distribute prior to lesson Ways to Implement This 1. Hand signals/choral Responses Thumbs up Sign language Human Graph Plickers 2. Manipulatives Cat/Dog or Coke/Fry Solo plates Agree/Disagree Educreations 3. Technology Plickers Kahoot Whiteboards Apps Nearpod 1. Always teach the procedure or routine for using manipulatives first. 2. Organize manipulatives so that they can be easily accessed by students (box on desks, pockets on shower curtain, folders, baggies, etc.) 3. Distribute prior to lesson
3 Directions 1. Students make 2 circles, one inside the other. 2. Teacher poses a discussion question and directs the inside or outside circle to respond. Roles can reverse for the next question. 3. Teacher directs one circle to move (ex: 2 places to the left) A new partnership is now created and another discussion question is posed for the inside or outside circle to discuss. Repeat steps 2-3. Directions 1. Students make 2 circles, one inside the other. 2. Teacher poses a discussion question and directs the inside or outside circle to respond. Roles can reverse for the next question. 3. Teacher directs one circle to move (ex: 2 places to the left) A new partnership is now created and another discussion question is posed for the inside or outside circle to discuss. Repeat steps 2-3.
4 Ways to Implement This 1. To share writing topic ideas 2. How did you solve the problem 3. What s your opinion on Connections to a book or story Review material 1. Use hall or wet area 2. Go outside 3. Ways to Implement This 1. To share writing topic ideas 2. How did you solve the problem 3. What s your opinion on Connections to a book or story Review material 1. Use hall or wet area 2. Go outside 3.
5 Give One, Get One Steps for the Strategy 1. Give each student a copy of the Give One, Get One worksheet. 2. Present the students with a concept or question with multiple possible answers. 3. In their teams, students brainstorm possible answers without writing them down. When they agree that one of their brainstorms is a good one, they write it in the Give One column on their worksheets Repeat steps 3-4 until the Give One column is full. The team then stands. When all teams are standing, students raise their hands and find a new partner. After finding a new partner, each student gives one idea and gets one idea. They write the idea they got in the Get One column of their worksheet. The pairs separate, raise their hands, find a new partner and repeat steps 6- Students move to the outside of the room once their sheet is full, providing possible answers for students who haven t filled their Get One column. Students return to their tables and share their ideas from the Get One column. Give One, Get One Steps for the Strategy 1. Give each student a copy of the Give One, Get One worksheet. 2. Present the students with a concept or question with multiple possible answers. 3. In their teams, students brainstorm possible answers without writing them down. When they agree that one of their brainstorms is a good one, they write it in the Give One column on their worksheets Repeat steps 3-4 until the Give One column is full. The team then stands. When all teams are standing, students raise their hands and find a new partner. After finding a new partner, each student gives one idea and gets one idea. They write the idea they got in the Get One column of their worksheet. The pairs separate, raise their hands, find a new partner and repeat steps 6- Students move to the outside of the room once their sheet is full, providing possible answers for students who haven t filled their Get One column. Students return to their tables and share their ideas from the Get One column.
6 Ways to Implement This 1. Great way for students to collect key points to use for summarization. 2. Pre-Learning students would make a list of things they know about a topic and then share and collect ideas from classmates. 1. Present a question or topic, which will yield multiple answers (more than 20). 2. Model proper behavior for moving around the room. 3. Encourage proper thanks to partners after swapping ideas. Teach needed social skills - Offering help (for students who haven t filled their Get One columns), greeting someone, appropriate noise level, appropriate parting comments, etc. Ways to Implement This 1. Great way for students to collect key points to use for summarization. 2. Pre-Learning students would make a list of things they know about a topic and then share and collect ideas from classmates. 1. Present a question or topic, which will yield multiple answers (more than 20). 2. Model proper behavior for moving around the room. 3. Encourage proper thanks to partners after swapping ideas. Teach needed social skills - Offering help (for students who haven t filled their Get One columns), greeting someone, appropriate noise level, appropriate parting comments, etc.
7 Quiz-Quiz-Trade Directions 1. Students receive question cards. 2. Students pair up. 3. Quiz: Partner A quizzes. Partner B answers. Partner A praises or tutors. Quiz: Partners switch roles. Trade: Partners trade cards. Students find new pairs and repeatedly Quiz-Quiz-Trade with new partners. Quiz-Quiz-Trade Directions 1. Students receive question cards. 2. Students pair up. 3. Quiz: Partner A quizzes. Partner B answers. Partner A praises or tutors. Quiz: Partners switch roles. Trade: Partners trade cards. Students find new pairs and repeatedly Quiz-Quiz-Trade with new partners.
8 Ways to Implement This 1. Responding to Text 2. Math Facts 3. Spelling Words Social Studies/Science Concepts Study Guides 1. Precut cards 2. Distribute cards prior to lesson 3. Ways to Implement This 1. Responding to Text 2. Math Facts 3. Spelling Words Social Studies/Science Concepts Study Guides 1. Precut cards 2. Distribute cards prior to lesson 3.
9 Directions 1. Students number off 1-2. Teacher asks a question and either has all students write a response or think of their response. 3. Students share out their answer with the group. Students discuss and coach as needed until a common answer is found. Teacher calls a number 1-4; that student answers for the group. Repeat Directions 1. Students number off 1-2. Teacher asks a question and either has all students write a response or think of their response. 3. Students share out their answer with the group. Students discuss and coach as needed until a common answer is found. Teacher calls a number 1-4; that student answers for the group. Repeat
10 Ways to Implement This 1. Responding to Text 2. Colors/Letters/Shapes/Numbers 3. Science/Social Studies questions Daily Common Core Review 1. Have #s already on desks 2. Use colors instead of #s 3. Use deck of cards - ace-four to determine who shares out Ways to Implement This 1. Responding to Text 2. Colors/Letters/Shapes/Numbers 3. Science/Social Studies questions Daily Common Core Review 1. Have #s already on desks 2. Use colors instead of #s 3. Use deck of cards - ace-four to determine who shares out
11 Listen Right! Directions: 1. Teacher gives information in small chunks. Students, with pencils down, listen carefully for the key words, phrases, or ideas. 2. Teacher stops. Students write key points. 3. Students share with a partner and make corrections on their papers. Teacher announces key points. Students celebrate and make corrections. Students put pencils down and the process is repeated from Step 1. Listen Right! Directions: 1. Teacher gives information in small chunks. Students, with pencils down, listen carefully for the key words, phrases, or ideas. 2. Teacher stops. Students write key points. 3. Students share with a partner and make corrections on their papers. Teacher announces key points. Students celebrate and make corrections. Students put pencils down and the process is repeated from Step 1.
12 Ways to Implement This 1. Delivery of new info. 2. Study guide or review Teach the structure with familiar material. 2. Have preprogrammed paper according to the number of chunks. 3. Ways to Implement This 1. Delivery of new info. 2. Study guide or review Teach the structure with familiar material. 2. Have preprogrammed paper according to the number of chunks. 3.
13 Graffiti board Directions 1. Place a piece of construction/chart paper in middle of table group. 2. Teacher reads a story or content area material aloud to students. 3. Students each take a corner of the paper and they begin writing and/or drawing their thoughts about the book or topic being read in a graffiti fashion. The responses, ideas, comments, sketches, quotes, and connections do not have to be organized in any way they are brainstorms. At the conclusion of the reading, students each discuss their graffiti and share why they chose to write or draw what they did. Graffiti board Directions 1. Place a piece of construction/chart paper in middle of table group. 2. Teacher reads a story or content area material aloud to students. 3. Students each take a corner of the paper and they begin writing and/or drawing their thoughts about the book or topic being read in a graffiti fashion. The responses, ideas, comments, sketches, quotes, and connections do not have to be organized in any way they are brainstorms. At the conclusion of the reading, students each discuss their graffiti and share why they chose to write or draw what they did.
14 Ways to Implement This 1. Use with any read aloud 2. Listening Center 3. Science/Social Studies material 1. Allow 4 different colors of marker/crayon 2. Have paper and markers already at the Center area 3. Ways to Implement This 1. Use with any read aloud 2. Listening Center 3. Science/Social Studies material 1. Allow 4 different colors of marker/crayon 2. Have paper and markers already at the Center area 3.
15 Directions 1. Student One fans cards. 2. Student Two picks, reads, gives Think Time. 3. Student Three answers. Student Four praises and tutors or paraphrases. Students rotate roles. Directions 1. Student One fans cards. 2. Student Two picks, reads, gives Think Time. 3. Student Three answers. Student Four praises and tutors or paraphrases. Students rotate roles.
16 Ways to Implement This 1. Responding to Text 2. Spelling Word Practice 3. Sight Word Recognition Math Facts Study Guides 1. Precut strips 2. Distribute cards prior to lesson 3. Ways to Implement This 1. Responding To Text 2. Spelling Word Practice 3. Sight Word Recognition Math Facts Study Guides 1. Precut strips 2. Distribute cards prior to lesson 3.
17 Talking Chips Directions 1. Teacher provides topic or question. 2. One student places a chip in center, begins discussion. 3. Students use chips to continue discussion. Chips used up? Students collect chips, continue discussion. Talking Chips Directions 1. Teacher provides topic or question. 2. One student places a chip in center, begins discussion. 3. Students use chips to continue discussion. Chips used up? Students collect chips, continue discussion.
18 Ways to Implement This 1. Responding to Text 2. How did you solve the problem? 3. Review of New Learning Creating a Group Story Phonograms/ Word Families Math Facts 1. Use di-cut foam to control noise 2. Keep chips in a baggy or envelope 3. Distribute prior to lesson Ways to Implement This 1. Responding to Text 2. How did you solve the problem? 3. Review of New Learning Creating a Group Story Phonograms/ Word Families Math Facts 1. Use di-cut foam to control noise 2. Keep chips in a baggy or envelope 3. Distribute prior to lesson
19 Philosophical Chairs Philosophical Chairs is a technique to allow students to critically think and verbally advocate their beliefs in a safe and fun way. This technique also requires active listening skills by every student involved. Academic and social learning occurs when students use critical thinking to sort through differences in opinion which arise when presented with alternative perspectives, ideas or contradictions to what they have previously learned or believed. How to play: This can be done in any length of time, but probably no more than 20 minutes with a topic that students have not had time to prepare for. Or it could be the resulting exercise after a long unit of work. a. The instructor identifies a topic that has at least two sides and either writes it on the board or verbally reads the topic. b. OPTIONAL: The instructor may ask all students to first write down the prompt and then write down their argument before the round begins so that all students are engaged in the process. c. The room is divided into three sections: Pros, Cons, and Undecided. At this point students are given a chance to line up in either one of the sections. d. The round begins with one student from the PRO side verbally sharing the reason they have chosen their side while the rest of the class is actively listening. After that student has had a chance to speak their mind (no more than one minute), someone from the CON side shares their argument while the class is listening. e. The teacher/moderator may interject at any time to clarify inaccurate comments or falsehoods or to keep the activity moving. f. At any time, if a student is compelled to change sides (or leave the UNDECIDED section), they may do so, but they must share their reason for changing. g. Follow-Up activities: Have students write a reflection of the activity (exit slips?); Discuss the comments and arguments in class the next day. Philosophical Chairs Philosophical Chairs is a technique to allow students to critically think and verbally advocate their beliefs in a safe and fun way. This technique also requires active listening skills by every student involved. Academic and social learning occurs when students use critical thinking to sort through differences in opinion which arise when presented with alternative perspectives, ideas or contradictions to what they have previously learned or believed. How to play: This can be done in any length of time, but probably no more than 20 minutes with a topic that students have not had time to prepare for. Or it could be the resulting exercise after a long unit of work. a. The instructor identifies a topic that has at least two sides and either writes it on the board or verbally reads the topic. b. OPTIONAL: The instructor may ask all students to first write down the prompt and then write down their argument before the round begins so that all students are engaged in the process. c. The room is divided into three sections: Pros, Cons, and Undecided. At this point students are given a chance to line up in either one of the sections. d. The round begins with one student from the PRO side verbally sharing the reason they have chosen their side while the rest of the class is actively listening. After that student has had a chance to speak their mind (no more than one minute), someone from the CON side shares their argument while the class is listening. e. The teacher/moderator may interject at any time to clarify inaccurate comments or falsehoods or to keep the activity moving. f. At any time, if a student is compelled to change sides (or leave the UNDECIDED section), they may do so, but they must share their reason for changing. g. Follow-Up activities: Have students write a reflection of the activity (exit slips?); Discuss the comments and arguments in class the next day.
20 Ways to Implement This 1. Write the statement on the board. 2. Use talking tickets, tokens or chips if a handful of students tend to dominate discussion. 3. If the student who is speaking is looking at you, look at the students to whom they should be directing their comments. Use scaffolding techniques to prepare students for more advanced discussion topics. Be prepared to be comfortable with silent gaps. 1. One minute only in the hot seat 2. Repeat or rephrase what the last person said. 3. Wait three seconds before responding to be sure the last person is finished. You cannot talk until the discussion passes 4 times after you have spoken. MOVE. PC is about movement. Ways to Implement This 1. Write the statement on the board. 2. Use talking tickets, tokens or chips if a handful of students tend to dominate discussion. 3. If the student who is speaking is looking at you, look at the students to whom they should be directing their comments. Use scaffolding techniques to prepare students for more advanced discussion topics. Be prepared to be comfortable with silent gaps. 1. One minute only in the hot seat 2. Repeat or rephrase what the last person said. 3. Wait three seconds before responding to be sure the last person is finished. You cannot talk until the discussion passes 4 times after you have spoken. MOVE. PC is about movement.
21 Sorting Open Sort Students are given a group of picture or word cards. Students select their own categories as they sort the pictures or words. Closed Sort The teacher defines the categories and models the procedure before the students sort. Sorting Open Sort Students are given a group of picture or word cards. Students select their own categories as they sort the pictures or words. Closed Sort The teacher defines the categories and models the procedure before the students sort.
22 Ways to Implement This 1. vocabulary and word study 2. math even/odd, prime/composite, plane figures/solid figures 3. fact/fiction literary/informational 1. Premade cards 2. Distribute cards to individuals, partners, or teams prior to lesson 3. Ways to Implement This 1. vocabulary and word study 2. math even/odd, prime/composite, plane figures/solid figures 3. fact/fiction literary/informational 1. Premade cards 2. Distribute cards to individuals, partners, or teams prior to lesson 3.
23 Jigsaw Steps: Each team member becomes responsible for a specific piece of learning and then shares that piece with his/her teammates.. 1. Members of each expert group work together to master the material assigned. 2. Each member of the expert group double-checks all other group members to be sure that the material is understood and that common elements of the material will be presented to others in the class. 3. New groups called teaching groups form containing one member from each of the different expert groups in Step 1. Within the new teaching groups each member takes a turn instructing the other members on his/her piece of the material. An assessment is given. Jigsaw Steps: Each team member becomes responsible for a specific piece of learning and then shares that piece with his/her teammates.. 1. Members of each expert group work together to master the material assigned. 2. Each member of the expert group double-checks all other group members to be sure that the material is understood and that common elements of the material will be presented to others in the class. 3. New groups called teaching groups form containing one member from each of the different expert groups in Step 1. Within the new teaching groups each member takes a turn instructing the other members on his/her piece of the material. An assessment is given.
24 Ways to Implement This 1. article 2. concept review number students 2. or assign groups 3. Ways to Implement This 1. article 2. concept review number students 2. or assign groups 3.
25
26
27
28
29
30
31
32
33
34
35
36
37
38
Increasing Student Engagement
Increasing Student Engagement Description of Student Engagement Student engagement is the continuous involvement of students in the learning. It is a cyclical process, planned and facilitated by the teacher,
More informationTable of Contents. Introduction Choral Reading How to Use This Book...5. Cloze Activities Correlation to TESOL Standards...
Table of Contents Introduction.... 4 How to Use This Book.....................5 Correlation to TESOL Standards... 6 ESL Terms.... 8 Levels of English Language Proficiency... 9 The Four Language Domains.............
More informationLesson Plan. Preliminary Planning
Lesson Plan Date: 01.20.15 Subject: Social Studies Grade Level: 7th Time Needed: 20 Mins. Preliminary Planning Topic/Central Focus: Examining the history and significance of the Day of the Dead Mexican
More informationTASK 2: INSTRUCTION COMMENTARY
TASK 2: INSTRUCTION COMMENTARY Respond to the prompts below (no more than 7 single-spaced pages, including prompts) by typing your responses within the brackets following each prompt. Do not delete or
More informationAirplane Rescue: Social Studies. LEGO, the LEGO logo, and WEDO are trademarks of the LEGO Group The LEGO Group.
Airplane Rescue: Social Studies LEGO, the LEGO logo, and WEDO are trademarks of the LEGO Group. 2010 The LEGO Group. Lesson Overview The students will discuss ways that people use land and their physical
More information30 Day Unit Plan: Greetings & Self-intro.
30 Day Unit Plan: Greetings & Self-intro. TCLP Teacher: Mahmoud Hegazy Language: Arabic 1 School: Mentor High school Level: Novice Low 30 Day Unit Plan Theme/Topic: Greetings & Self-intro. Goals (What
More informationCommon Core Exemplar for English Language Arts and Social Studies: GRADE 1
The Common Core State Standards and the Social Studies: Preparing Young Students for College, Career, and Citizenship Common Core Exemplar for English Language Arts and Social Studies: Why We Need Rules
More information5th Grade Unit Plan Social Studies Comparing the Colonies. Created by: Kylie Daniels
5th Grade Unit Plan Social Studies Comparing the Colonies Created by: Kylie Daniels 1 Table of Contents Unit Overview pp. 3 7 Lesson Plan 1 pp. 8 11 Lesson Plan 2 pp. 12 15 Lesson Plan 3 pp. 16 19 Lesson
More informationTeaching Task Rewrite. Teaching Task: Rewrite the Teaching Task: What is the theme of the poem Mother to Son?
Teaching Task Rewrite Student Support - Task Re-Write Day 1 Copyright R-Coaching Name Date Teaching Task: Rewrite the Teaching Task: In the left column of the table below, the teaching task/prompt has
More informationUnit 1: Scientific Investigation-Asking Questions
Unit 1: Scientific Investigation-Asking Questions Standards: OKC 3 Process Standard 3: Experimental design - Understanding experimental designs requires that students recognize the components of a valid
More informationUDL AND LANGUAGE ARTS LESSON OVERVIEW
UDL AND LANGUAGE ARTS LESSON OVERVIEW Title: Reading Comprehension Author: Carol Sue Englert Subject: Language Arts Grade Level 3 rd grade Duration 60 minutes Unit Description Focusing on the students
More informationTitle: George and Sam Save for a Present By: Lesson Study Group 2
Research Aim: Title: George and Sam Save for a Present By: Lesson Study Group 2 Team Members: Jan Arslan, Lindsay Blanchard, Juneanne Demek, Hilary Harrison, Susan Greenwood Research Lesson Date: Tuesday,
More informationFire safety in the home
Fire safety in the home Overview Fire safety in the home comprises a set of five units; Fire safety in the home, Make your home safe, Bedtime safety checks, Fire! and Fire safety in the home - research
More informationFaculty Meetings. From Dissemination. To Engagement. Jessica Lyons MaryBeth Scullion Rachel Wagner City of Tonawanda School District, NY
Faculty Meetings From Dissemination To Engagement Jessica Lyons MaryBeth Scullion Rachel Wagner City of Tonawanda School District, NY Presentation Overview Traditionally, faculty meetings have been forums
More informationClassroom Assessment Techniques (CATs; Angelo & Cross, 1993)
Classroom Assessment Techniques (CATs; Angelo & Cross, 1993) From: http://warrington.ufl.edu/itsp/docs/instructor/assessmenttechniques.pdf Assessing Prior Knowledge, Recall, and Understanding 1. Background
More informationEconomics Unit: Beatrice s Goat Teacher: David Suits
Economics Unit: Beatrice s Goat Teacher: David Suits Overview: Beatrice s Goat by Page McBrier tells the story of how the gift of a goat changed a young Ugandan s life. This story is used to introduce
More informationTEKS Resource System. Effective Planning from the IFD & Assessment. Presented by: Kristin Arterbury, ESC Region 12
TEKS Resource System Effective Planning from the IFD & Assessments Presented by: Kristin Arterbury, ESC Region 12 karterbury@esc12.net, 254-297-1115 Assessment Curriculum Instruction planwithifd.wikispaces.com
More informationWhy Misquitoes Buzz in People s Ears (Part 1 of 3)
Name: Melissa DiVincenzo Date: 10/25/01 Content Area: Reading/Writing Unit Topic: Folktales Today s Lesson: Summarizing Grade Level: 2 nd Why Misquitoes Buzz in People s Ears (Part 1 of 3) Duration: 1
More informationCurriculum Design Project with Virtual Manipulatives. Gwenanne Salkind. George Mason University EDCI 856. Dr. Patricia Moyer-Packenham
Curriculum Design Project with Virtual Manipulatives Gwenanne Salkind George Mason University EDCI 856 Dr. Patricia Moyer-Packenham Spring 2006 Curriculum Design Project with Virtual Manipulatives Table
More informationInterpretive (seeing) Interpersonal (speaking and short phrases)
Subject Spanish Grammar Lesson Length 50 minutes Linguistic Level Beginning Spanish 1 Topic Descriptive personal characteristics using the verb ser Students will be able to identify the appropriate situations
More informationLearning Lesson Study Course
Learning Lesson Study Course Developed originally in Japan and adapted by Developmental Studies Center for use in schools across the United States, lesson study is a model of professional development in
More informationHelping at Home ~ Supporting your child s learning!
Helping at Home ~ Supporting your child s learning! Halcombe School 2014 HELPING AT HOME At Halcombe School, we think teaching your child at school is like coaching your child in a sports team. When your
More informationStudents will be able to describe how it feels to be part of a group of similar peers.
LESSON TWO LESSON PLAN: WE RE ALL DIFFERENT ALIKE OVERVIEW: This lesson is designed to provide students the opportunity to feel united with their peers by both their similarities and their differences.
More informationSpinal Cord. Student Pages. Classroom Ac tivities
Classroom Ac tivities Spinal Cord Student Pages Produced by Regenerative Medicine Partnership in Education Duquesne University Director john A. Pollock (pollock@duq.edu) The spinal column protects the
More informationWiggleWorks Software Manual PDF0049 (PDF) Houghton Mifflin Harcourt Publishing Company
WiggleWorks Software Manual PDF0049 (PDF) Houghton Mifflin Harcourt Publishing Company Table of Contents Welcome to WiggleWorks... 3 Program Materials... 3 WiggleWorks Teacher Software... 4 Logging In...
More informationLesson Overview: This lesson will introduce what a possessive pronoun is by reviewing
Title: Lesson One: What is a Possessive Pronoun? Lesson Overview: This lesson will introduce what a possessive pronoun is by reviewing pronouns and explaining that possessive pronouns show ownership by
More informationIf we want to measure the amount of cereal inside the box, what tool would we use: string, square tiles, or cubes?
String, Tiles and Cubes: A Hands-On Approach to Understanding Perimeter, Area, and Volume Teaching Notes Teacher-led discussion: 1. Pre-Assessment: Show students the equipment that you have to measure
More informationThe Task. A Guide for Tutors in the Rutgers Writing Centers Written and edited by Michael Goeller and Karen Kalteissen
The Task A Guide for Tutors in the Rutgers Writing Centers Written and edited by Michael Goeller and Karen Kalteissen Reading Tasks As many experienced tutors will tell you, reading the texts and understanding
More informationLet's Learn English Lesson Plan
Let's Learn English Lesson Plan Introduction: Let's Learn English lesson plans are based on the CALLA approach. See the end of each lesson for more information and resources on teaching with the CALLA
More informationGrade 3: Module 2B: Unit 3: Lesson 10 Reviewing Conventions and Editing Peers Work
Grade 3: Module 2B: Unit 3: Lesson 10 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party content is indicated by the footer: (name
More information(I couldn t find a Smartie Book) NEW Grade 5/6 Mathematics: (Number, Statistics and Probability) Title Smartie Mathematics
(I couldn t find a Smartie Book) NEW Grade 5/6 Mathematics: (Number, Statistics and Probability) Title Smartie Mathematics Lesson/ Unit Description Questions: How many Smarties are in a box? Is it the
More informationReplace difficult words for Is the language appropriate for the. younger audience. For audience?
PEER EDITING In this part/stage of the writing process we help others to improve their writing, which helps us become better writers as well. It does take a commitment from the reader to look closely at
More informationCAFE ESSENTIAL ELEMENTS O S E P P C E A. 1 Framework 2 CAFE Menu. 3 Classroom Design 4 Materials 5 Record Keeping
CAFE RE P SU C 3 Classroom Design 4 Materials 5 Record Keeping P H ND 1 Framework 2 CAFE Menu R E P 6 Assessment 7 Choice 8 Whole-Group Instruction 9 Small-Group Instruction 10 One-on-one Instruction 11
More informationSome Basic Active Learning Strategies
Some Basic Active Learning Strategies Engaging students in individual or small group activities pairs or trios especially is a low-risk strategy that ensures the participation of all. The sampling of basic
More informationOhio s New Learning Standards: K-12 World Languages
COMMUNICATION STANDARD Communication: Communicate in languages other than English, both in person and via technology. A. Interpretive Communication (Reading, Listening/Viewing) Learners comprehend the
More informationPART C: ENERGIZERS & TEAM-BUILDING ACTIVITIES TO SUPPORT YOUTH-ADULT PARTNERSHIPS
PART C: ENERGIZERS & TEAM-BUILDING ACTIVITIES TO SUPPORT YOUTH-ADULT PARTNERSHIPS The following energizers and team-building activities can help strengthen the core team and help the participants get to
More informationFunction Tables With The Magic Function Machine
Brief Overview: Function Tables With The Magic Function Machine s will be able to complete a by applying a one operation rule, determine a rule based on the relationship between the input and output within
More informationUniversal Design for Learning Lesson Plan
Universal Design for Learning Lesson Plan Teacher(s): Alexandra Romano Date: April 9 th, 2014 Subject: English Language Arts NYS Common Core Standard: RL.5 Reading Standards for Literature Cluster Key
More informationGrade 2: Using a Number Line to Order and Compare Numbers Place Value Horizontal Content Strand
Grade 2: Using a Number Line to Order and Compare Numbers Place Value Horizontal Content Strand Texas Essential Knowledge and Skills (TEKS): (2.1) Number, operation, and quantitative reasoning. The student
More informationEvidence-based Practice: A Workshop for Training Adult Basic Education, TANF and One Stop Practitioners and Program Administrators
Evidence-based Practice: A Workshop for Training Adult Basic Education, TANF and One Stop Practitioners and Program Administrators May 2007 Developed by Cristine Smith, Beth Bingman, Lennox McLendon and
More informationGrade 3: Module 1: Unit 3: Lesson 5 Jigsaw Groups and Planning for Paragraph Writing about Waiting for the Biblioburro
Grade 3: Module 1: Unit 3: Lesson 5 Jigsaw Groups and Planning for Paragraph Writing about Waiting for the Biblioburro This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike
More informationMission Statement Workshop 2010
Mission Statement Workshop 2010 Goals: 1. Create a group mission statement to guide the work and allocations of the Teen Foundation for the year. 2. Explore funding topics and areas of interest through
More informationMathematics Success Level E
T403 [OBJECTIVE] The student will generate two patterns given two rules and identify the relationship between corresponding terms, generate ordered pairs, and graph the ordered pairs on a coordinate plane.
More informationPre-AP Geometry Course Syllabus Page 1
Pre-AP Geometry Course Syllabus 2015-2016 Welcome to my Pre-AP Geometry class. I hope you find this course to be a positive experience and I am certain that you will learn a great deal during the next
More informationPHYSICS 40S - COURSE OUTLINE AND REQUIREMENTS Welcome to Physics 40S for !! Mr. Bryan Doiron
PHYSICS 40S - COURSE OUTLINE AND REQUIREMENTS Welcome to Physics 40S for 2016-2017!! Mr. Bryan Doiron The course covers the following topics (time permitting): Unit 1 Kinematics: Special Equations, Relative
More informationMercer County Schools
Mercer County Schools PRIORITIZED CURRICULUM Reading/English Language Arts Content Maps Fourth Grade Mercer County Schools PRIORITIZED CURRICULUM The Mercer County Schools Prioritized Curriculum is composed
More informationEffective Instruction for Struggling Readers
Section II Effective Instruction for Struggling Readers Chapter 5 Components of Effective Instruction After conducting assessments, Ms. Lopez should be aware of her students needs in the following areas:
More informationLanguage Art (Writers Workshop) Science (beetle anatomy) Art (thank you card design)
Grade Level Duration Subject Area(s) Thank You Letter to a Guest Speaker Audrey Bullock & Corinne Solonar-Kong Hellgate Elementary 3 rd grade Three separate sessions, approximately 1hr, 45 min. total:
More informationTeachers: Use this checklist periodically to keep track of the progress indicators that your learners have displayed.
Teachers: Use this checklist periodically to keep track of the progress indicators that your learners have displayed. Speaking Standard Language Aspect: Purpose and Context Benchmark S1.1 To exit this
More informationGrade 4. Common Core Adoption Process. (Unpacked Standards)
Grade 4 Common Core Adoption Process (Unpacked Standards) Grade 4 Reading: Literature RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences
More information1.1 Examining beliefs and assumptions Begin a conversation to clarify beliefs and assumptions about professional learning and change.
TOOLS INDEX TOOL TITLE PURPOSE 1.1 Examining beliefs and assumptions Begin a conversation to clarify beliefs and assumptions about professional learning and change. 1.2 Uncovering assumptions Identify
More informationTap vs. Bottled Water
Tap vs. Bottled Water CSU Expository Reading and Writing Modules Tap vs. Bottled Water Student Version 1 CSU Expository Reading and Writing Modules Tap vs. Bottled Water Student Version 2 Name: Block:
More informationUsing Blackboard.com Software to Reach Beyond the Classroom: Intermediate
Using Blackboard.com Software to Reach Beyond the Classroom: Intermediate NESA Conference 2007 Presenter: Barbara Dent Educational Technology Training Specialist Thomas Jefferson High School for Science
More informationPerson Centered Positive Behavior Support Plan (PC PBS) Report Scoring Criteria & Checklist (Rev ) P. 1 of 8
Scoring Criteria & Checklist (Rev. 3 5 07) P. 1 of 8 Name: Case Name: Case #: Rater: Date: Critical Features Note: The plan needs to meet all of the critical features listed below, and needs to obtain
More information9.2.2 Lesson 5. Introduction. Standards D R A F T
9.2.2 Lesson 5 Introduction In this lesson, students will begin their exploration of Oedipus s confrontation with the blind prophet Teiresias in Oedipus the King. Students will read from Teiresias, you
More informationCreative Media Department Assessment Policy
Creative Media Department Assessment Policy Policy Aims To develop the outstanding use of assessment to support learning so that: - Teachers plan and teach lessons that enable pupils to learn exceptionally
More informationNumber Line Moves Dash -- 1st Grade. Michelle Eckstein
Number Line Moves Dash -- 1st Grade Michelle Eckstein Common Core Standards CCSS.MATH.CONTENT.1.NBT.C.4 Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit
More informationPlainfield Public School District Reading/3 rd Grade Curriculum Guide. Modifications/ Extensions (How will I differentiate?)
Grade level: 3 rd Grade Content: Reading NJCCCS: STANDARD 3.1Reading All students will understand and apply the knowledge of sounds, letters,and words in written english to become independent and fluent
More informationRESPONSE TO LITERATURE
RESPONSE TO LITERATURE TEACHER PACKET CENTRAL VALLEY SCHOOL DISTRICT WRITING PROGRAM Teacher Name RESPONSE TO LITERATURE WRITING DEFINITION AND SCORING GUIDE/RUBRIC DE INITION A Response to Literature
More informationProgram Matrix - Reading English 6-12 (DOE Code 398) University of Florida. Reading
Program Requirements Competency 1: Foundations of Instruction 60 In-service Hours Teachers will develop substantive understanding of six components of reading as a process: comprehension, oral language,
More informationIllinois WIC Program Nutrition Practice Standards (NPS) Effective Secondary Education May 2013
Illinois WIC Program Nutrition Practice Standards (NPS) Effective Secondary Education May 2013 Nutrition Practice Standards are provided to assist staff in translating policy into practice. This guidance
More informationWhat's My Value? Using "Manipulatives" and Writing to Explain Place Value. by Amanda Donovan, 2016 CTI Fellow David Cox Road Elementary School
What's My Value? Using "Manipulatives" and Writing to Explain Place Value by Amanda Donovan, 2016 CTI Fellow David Cox Road Elementary School This curriculum unit is recommended for: Second and Third Grade
More informationIntroduction to Communication Essentials
Communication Essentials a Modular Workshop Introduction to Communication Essentials Welcome to Communication Essentials a Modular Workshop! The purpose of this resource is to provide facilitators with
More informationBehavior List. Ref. No. Behavior. Grade. Std. Domain/Category. Social/ Emotional will notify the teacher when angry (words, signal)
1 4455 will notify the teacher when angry (words, signal) 2 4456 will use appropriate language to ask for help when frustrated 3 4457 will use appropriate language to tell a peer why he/she is angry 4
More informationTeaching a Discussion Section
Teaching a Discussion Section Sample Active Learning Techniques: Clarification Pauses: This simple technique fosters active listening. Throughout a lecture, pause to allow students time to think about
More informationLEGO MINDSTORMS Education EV3 Coding Activities
LEGO MINDSTORMS Education EV3 Coding Activities s t e e h s k r o W t n e d Stu LEGOeducation.com/MINDSTORMS Contents ACTIVITY 1 Performing a Three Point Turn 3-6 ACTIVITY 2 Written Instructions for a
More informationActivities for School
Activities for School Label the School Label the school in the target language and then do a hide-n-seek activity using the directions in the target language. Label the Classroom I label my room (these
More informationConversation Task: The Environment Concerns Us All
At a glance Level: ISE II Conversation Task: The Environment Concerns Us All Focus: Conversation task Aims: To develop students active vocabulary when discussing the environment, to expand their knowledge
More informationEnglish as a Second Language Unpacked Content
This document is designed to help North Carolina educators teach the Common Core and Essential Standards (Standard Course of Study). NCDPI staff are continually updating and improving these tools to better
More informationPREP S SPEAKER LISTENER TECHNIQUE COACHING MANUAL
1 PREP S SPEAKER LISTENER TECHNIQUE COACHING MANUAL IMPORTANCE OF THE SPEAKER LISTENER TECHNIQUE The Speaker Listener Technique (SLT) is a structured communication strategy that promotes clarity, understanding,
More informationAssessing Children s Writing Connect with the Classroom Observation and Assessment
Written Expression Assessing Children s Writing Connect with the Classroom Observation and Assessment Overview In this activity, you will conduct two different types of writing assessments with two of
More informationMore ESL Teaching Ideas
More ESL Teaching Ideas Grades 1-8 Written by Anne Moore and Dana Pilling Illustrated by Tom Riddolls, Alicia Macdonald About the authors: Anne Moore is a certified teacher with a specialist certification
More informationPRESENTED BY EDLY: FOR THE LOVE OF ABILITY
HOW TO BE YOUR CHILD S BEST IEP ADVOCATE PRESENTED BY EDLY: FOR THE LOVE OF ABILITY 888-EDLYOWL (888-335-9695) info@edlyeducation.com Nothing presented either orally or written in this seminar should be
More informationAre You a Left- or Right-Brain Thinker?
Are You a Left- or Right-Brain Thinker? Take this quiz to learn how your mind influences your learning style and techniques for strengthening both hemispheres of your brain! 1B 2B 2A 1A 3B 4B 4A 3A 5B
More informationUnit Lesson Plan: Native Americans 4th grade (SS and ELA)
Unit Lesson Plan: Native Americans 4th grade (SS and ELA) Angie- comments in red Emily's comments in purple Sue's in orange Kasi Frenton-Comments in green-kas_122@hotmail.com 10/6/09 9:03 PM Unit Lesson
More informationObserving Teachers: The Mathematics Pedagogy of Quebec Francophone and Anglophone Teachers
Observing Teachers: The Mathematics Pedagogy of Quebec Francophone and Anglophone Teachers Dominic Manuel, McGill University, Canada Annie Savard, McGill University, Canada David Reid, Acadia University,
More informationFluency YES. an important idea! F.009 Phrases. Objective The student will gain speed and accuracy in reading phrases.
F.009 Phrases Objective The student will gain speed and accuracy in reading phrases. Materials YES and NO header cards (Activity Master F.001.AM1) Phrase cards (Activity Master F.009.AM1a - F.009.AM1f)
More informationAuthor: Justyna Kowalczys Stowarzyszenie Angielski w Medycynie (PL) Feb 2015
Author: Justyna Kowalczys Stowarzyszenie Angielski w Medycynie (PL) www.angielskiwmedycynie.org.pl Feb 2015 Developing speaking abilities is a prerequisite for HELP in order to promote effective communication
More informationLESSON PLANS: AUSTRALIA Year 6: Patterns and Algebra Patterns 50 MINS 10 MINS. Introduction to Lesson. powered by
Year 6: Patterns and Algebra Patterns 50 MINS Strand: Number and Algebra Substrand: Patterns and Algebra Outcome: Continue and create sequences involving whole numbers, fractions and decimals. Describe
More informationGrade 6: Module 3A: Unit 2: Lesson 11 Planning for Writing: Introduction and Conclusion of a Literary Analysis Essay
Grade 6: Module 3A: Unit 2: Lesson 11 Planning for Writing: Introduction and Conclusion of a Literary Analysis Essay This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike
More informationKindergarten Lessons for Unit 7: On The Move Me on the Map By Joan Sweeney
Kindergarten Lessons for Unit 7: On The Move Me on the Map By Joan Sweeney Aligned with the Common Core State Standards in Reading, Speaking & Listening, and Language Written & Prepared for: Baltimore
More informationGrade 6: Module 4: Unit 1: Lesson 3 Tracing a Speaker s Argument: John Stossel DDT Video
Grade 6: Module 4: Unit 1: Lesson 3 Tracing a Speaker s Argument: John Stossel DDT Video This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt
More informationCharacteristics of Functions
Characteristics of Functions Unit: 01 Lesson: 01 Suggested Duration: 10 days Lesson Synopsis Students will collect and organize data using various representations. They will identify the characteristics
More informationCase study Norway case 1
Case study Norway case 1 School : B (primary school) Theme: Science microorganisms Dates of lessons: March 26-27 th 2015 Age of students: 10-11 (grade 5) Data sources: Pre- and post-interview with 1 teacher
More informationESSENTIAL SKILLS PROFILE BINGO CALLER/CHECKER
ESSENTIAL SKILLS PROFILE BINGO CALLER/CHECKER WWW.GAMINGCENTREOFEXCELLENCE.CA TABLE OF CONTENTS Essential Skills are the skills people need for work, learning and life. Human Resources and Skills Development
More informationADHD Classroom Accommodations for Specific Behaviour
ADHD Classroom Accommodations for Specific Behaviour 1.Difficulty following a plan (has high aspirations but lacks follow-through); wants to get A s but ends up with F s and doesn t understand where he
More informationCOMMUNICATION & NETWORKING. How can I use the phone and to communicate effectively with adults?
1 COMMUNICATION & NETWORKING Phone and E-mail Etiquette The BIG Idea How can I use the phone and e-mail to communicate effectively with adults? AGENDA Approx. 45 minutes I. Warm Up (5 minutes) II. Phone
More informationGrade 6: Module 2A: Unit 2: Lesson 8 Mid-Unit 3 Assessment: Analyzing Structure and Theme in Stanza 4 of If
Grade 6: Module 2A: Unit 2: Lesson 8 Mid-Unit 3 Assessment: Analyzing Structure and This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party
More informationGrade 6: Module 2A Unit 2: Overview
Grade 6: Module 2A Unit 2: Overview Analyzing Structure and Communicating Theme in Literature: If by Rudyard Kipling and Bud, Not Buddy In the first half of this second unit, students continue to explore
More informationELA/ELD Standards Correlation Matrix for ELD Materials Grade 1 Reading
ELA/ELD Correlation Matrix for ELD Materials Grade 1 Reading The English Language Arts (ELA) required for the one hour of English-Language Development (ELD) Materials are listed in Appendix 9-A, Matrix
More informationPREVIEW LEADER S GUIDE IT S ABOUT RESPECT CONTENTS. Recognizing Harassment in a Diverse Workplace
1 IT S ABOUT RESPECT LEADER S GUIDE CONTENTS About This Program Training Materials A Brief Synopsis Preparation Presentation Tips Training Session Overview PreTest Pre-Test Key Exercises 1 Harassment in
More information10 Tips For Using Your Ipad as An AAC Device. A practical guide for parents and professionals
10 Tips For Using Your Ipad as An AAC Device A practical guide for parents and professionals Introduction The ipad continues to provide innovative ways to make communication and language skill development
More informationGrade 5 + DIGITAL. EL Strategies. DOK 1-4 RTI Tiers 1-3. Flexible Supplemental K-8 ELA & Math Online & Print
Standards PLUS Flexible Supplemental K-8 ELA & Math Online & Print Grade 5 SAMPLER Mathematics EL Strategies DOK 1-4 RTI Tiers 1-3 15-20 Minute Lessons Assessments Consistent with CA Testing Technology
More informationAllowable Accommodations for Students with Disabilities
Allowable for tudents with Disabilities etting Accommodation 1. pecial education classroom * 2. pecial or adapted lighting * 3. mall group * 4. Preferential seating * 5. ound field adaptations * 6. Adaptive
More informationExperience Corps. Mentor Toolkit
Experience Corps Mentor Toolkit 2 AARP Foundation Experience Corps Mentor Toolkit June 2015 Christian Rummell Ed. D., Senior Researcher, AIR 3 4 Contents Introduction and Overview...6 Tool 1: Definitions...8
More informationGrade 6: Module 4: Unit 3: Overview
Grade 6: Module 4: Unit 3: Overview This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party content is indicated by the footer: (name
More informationReading Comprehension Lesson Plan
Reading Comprehension Lesson Plan I. Reading Comprehension Lesson Henry s Wrong Turn by Harriet M. Ziefert, illustrated by Andrea Baruffi (Sterling, 2006) Focus: Predicting and Summarizing Students will
More informationDIBELS Next BENCHMARK ASSESSMENTS
DIBELS Next BENCHMARK ASSESSMENTS Click to edit Master title style Benchmark Screening Benchmark testing is the systematic process of screening all students on essential skills predictive of later reading
More information1. READING ENGAGEMENT 2. ORAL READING FLUENCY
Teacher Observation Guide Animals Can Help Level 28, Page 1 Name/Date Teacher/Grade Scores: Reading Engagement /8 Oral Reading Fluency /16 Comprehension /28 Independent Range: 6 7 11 14 19 25 Book Selection
More informationAppendix L: Online Testing Highlights and Script
Online Testing Highlights and Script for Fall 2017 Ohio s State Tests Administrations Test administrators must use this document when administering Ohio s State Tests online. It includes step-by-step directions,
More information