Apart from when young learners actually do a jigsaw
|
|
- Alannah Alexander
- 5 years ago
- Views:
Transcription
1 Jigsaw activities Alex Case puts the pieces together to make puzzles that teach. Apart from when young learners actually do a jigsaw puzzle, perhaps in order to practise numbers or phonics, the word jigsaw in ELT almost always collocates with text. A jigsaw text is a text, such as a letter or telephone conversation, cut up into sections, for the students to put back together in the right order. There is nothing wrong with good classic jigsaw text activities, and they are one of the easiest places to start for teachers who want to develop their own materials. So this article begins with many variations on and uses for them. However, there are also a few other useful and fun activities that we could call jigsaw activities, some of which have more in common with a traditional jigsaw puzzle. Classic jigsaw text activities Splitting single texts Asking our students to put cut-up sections of articles, essays, reviews and s back together is a fun alternative to asking them comprehension questions when it comes to checking their understanding of a text. It is also a nice way to connect with any language analysis afterwards. However, it takes some effort to make sure that the task is suitably challenging but also possible. To do this, the teacher has to: make sure that there are the right number of sections for the time available (usually around seven to 15 pieces); make sure that the text wouldn t also be correct if the students put it in a different order; make sure that the clues needed to put the sections into order will be understood by the students; have some hints ready to give the students if they find the task difficult or impossible. With written texts, tasks like this tie in well with classroom discussion of reference expressions (that, it, the former, etc), rephrasing to avoid repeating words, the structure of paragraphs and the structure of texts. Which of those things you most want to introduce will probably be the biggest factor in deciding where you split the text. The most common possibilities are splitting between paragraphs, splitting between (some of the) sentences and splitting halfway through (some of the) sentences. Splitting multiple texts It is also possible to do a jigsaw text activity with a collection of linked shorter texts, such as an exchange or SMS conversation. In this case, you might put each part of the exchange on a separate card. For example, if you use an online debate with 12 contributions, you could give the students 12 cards, with one contribution on each. This is my favourite way of introducing formal and informal s, using one exchange (for example, one complaint with responses or one negotiation) which gets more and more informal as the exchange goes on. The students try to work out which s are answers to which other s, in order to put the exchange in order. Then, to help the slower groups and get the faster groups to check what they have done, I tell them that the s should get more and more informal as the exchange goes on. After checking their answers, they underline the formal and informal expressions in the texts, and then try to find or think of equivalents with the opposite level of formality. Splitting spoken texts Apart from s, I make most of my jigsaw texts by splitting up spoken texts such as telephone calls and shopping exchanges, rather than using actual written texts. If you want to practise particular phrases such as How may I help you? you might want to split the exchanges halfway through (How may + I help you?). However, I usually simply split the texts between the contributions of the different people involved (eg How may I help you? and I m looking for a present for my nephew), so that the students have to work out which are replying to which and put the conversation together that way. There tends to be at least one place in such conversations where more than one response is possible, so I sometimes put two people s parts together on one card to avoid confusion. However, as long as there is ultimately only one way of putting the whole conversation together, it is sometimes good to leave some ambiguity. This makes the students read the conversation more carefully, as they try to put it together one way and then have to come back to it again when there are cards left which don t fit. Mixing two different texts It is sometimes possible and useful to give the students more than one text mixed up together, for them to separate out and then put into order. For example, they could be asked to 22 Issue 113 November
2 separate out model answers for an article, an essay and a review for the Cambridge Proficiency exam, before putting each one in order. This could lead into a useful discussion of the differences between the three text types (in the exam and in real life). It is also possible to combine written texts and spoken ones. For example, in the photocopiable business communication activity on pages the students separate out mixed-up phrases for starting and ending s, phone calls and face-toface conversations, and then put them in order. As the focus is on starting and ending (and the middle is too variable to be useful in a class on typical phrases), the body of the text has been left out and replaced with the single word. This can be done with quite a few jigsaw text tasks, with the advantage that it helps the students focus on the important language. It also saves time, both during preparation and in class. Matching language jigsaw activities Splitting words and phrases One of the best things about jigsaw texts is how much context they provide for the language that you are presenting or practising. However, that can also sometimes be a disadvantage, because a whole text: is time-consuming to write and to use in class; can sometimes be distracting; limits the amount of vocabulary, phrases, etc that you can include in one class. To give more intensive practice and/or cover more language, the jigsaw activities described in this section, therefore, get the students to match up cards with split words and phrases like have + breakfast or A bird in the hand + is worth two in the bush. However, there is little point in doing this if the students need to know all the answers before they start the task in order to be able to complete it. In that case, either they are learning nothing new, or you are setting them up for failure. You will, therefore, need to make sure that there are other clues to make up for the lack of the context that the students would get in tasks involving longer texts. For example, when I get my students to put together opinion phrases like I can see what you mean, but my own point of view is different, I make sure that the phrases are split in such a way that any other matches are impossible in terms of grammar, collocations between different individual words and having to match by level of strength of agreement and disagreement. This means that those students who are seeing the phrases for the first time, or who have forgotten them, will still be able to do the task from other clues. It also means that I have plenty of hints up my sleeve to give them if they get stuck: for instance, telling them to check that they haven t mixed up strong and weak language in the phrases that they have created (eg I strongly believe it could possibly be a good idea). Another possible way to give the students extra context is to put more than one option on each card, at least one of which is likely to help them achieve the task. For example, if your class has a mix of knowledge of British and American English, you can make sure that you always include both when both are possible, eg by putting fire on the left card and both truck and engine on the right card if you are doing transport vocabulary. Creating cards from tables To make cards for the students to match up, you will usually start by drawing up a table, with the correct matches in adjacent columns. And another way of making sure that there are enough hints to make the task possible, without the students knowing everything, is to keep more than one cell of the table together when cutting it into cards. For example, if the task is to match up adjectives and prepositions like good, worried and sensitive with the prepositions at, about/by and to, you can cut the table up so that good and worried are together on a double card and all three prepositions are together on a triple card. It s a good idea to make cards in a range of different sizes in this way, as this makes the task more like a real jigsaw puzzle: and it helps the students put the whole set of cards back into the nice rectangle shape that it was on the worksheet before it was cut up. For students who would still find the task difficult, you can make even bigger cards, containing four, or even five, cells of the table. If the students still get stuck when you do the activity in class, you can give them a couple of key matches, tell them how the cards are arranged (eg the ones on the left are in alphabetical order, or the completed rows get more and more polite as you go down the finished table), or read the whole thing aloud, with the students trying to memorise what you say before they try matching the cards again. If you make a table with more than two columns, you can also cut across columns to make cards of other shapes and sizes, including squares and rectangles. For instance, if you are using phrasal verbs in a table, with four columns for verb, participle (preposition or adverb), meaning and example sentence (with the phrasal verb blanked out), some of the cards can keep the participle and meaning together. I first thought up this variation when I was looking for a way of cutting out photocopiable matching activities more quickly, but when I came to class, I found that I had also accidentally made the activity quicker, more manageable and more fun for my students. In addition, it provided a kind of context that the students could use to complete the task and could learn from, even when they only knew about half of the language. Since then, I ve been using this partial cutting-out idea more and more, both with ready-made worksheets that were originally meant to be cut up cell by cell and with materials that I have made specifically to exploit this idea. You can use this sort of jigsaw activity with almost anything that you can get your students to match up, including: word formation (prefixes and suffixes, etc); synonyms and/or antonyms (eg of character words or feelings vocabulary); gradable and extreme adjectives; countable and uncountable nouns (with similar meanings, or countable examples of uncountable categories); similar words with positive and negative connotations; technical and general English words for the same thing (eg medical terms and their colloquial equivalents like feeling sick and nausea); collocations (eg with common verbs like get and take, or Issue 113 November
3 longer ones like as as, idioms or proverbs); different varieties of English (eg matching British and American engineering terms); formal and informal phrases with the same meaning/ function; infinitive and past simple forms (with just the endings in the right-hand column); abbreviations such as acronyms (with the last part of the long version in the right-hand column). Substitution table jigsaws This is another example of a small change to an activity leading to a huge change in my teaching, but this time with much more scissor use. A few years ago, I was writing the suggested answers to a verb patterns task where the students had to put verbs into a table with columns for verb + ing (eg enjoy + verb + ing), to + verb (eg aim + to + verb), etc. I suddenly realised that I had accidentally prepared a perfect jigsaw task, and that putting a cut-up version of it into the correct order would definitely be more enjoyable than scribbling in a blank table. Since then, I ve used this idea with all kinds of things, and more often with functional language, such as negotiating phrases before and after but (eg I can understand your position, but I m afraid I can t accept; I don t have the flexibility to go that far, but I might be willing to consider, etc), than with grammar substitution tables. After doing the jigsaw task, the students can do the traditional filling in of boxes in a table (which, it must be said, aids memory better than the more fun jigsaw task) and/or use the cards for other tasks, such as trying to use phrases including the words on their cards during a speaking task. Alex Case teaches in Japan and publishes his teaching materials and ideas at alexcase@hotmail.com Starting and ending business communications Instructions for teachers 1 Photocopy pages and cut out one set of cards for each group of two or three students. If the students are likely to find the activity challenging, you can leave the cards connected to the card above or the card below. Otherwise, it might be best to keep the cards and only give them out to the students at the stage where they have to put the conversations in order. 2 Give out the sets of cards and ask the students to divide them into starting and ending phrases, by type of communication ( , phone or face-to-face) and/or by formality. Then tell them to put the cards in order, to make the starting and ending of two s, two calls and two face-to-face conversations. If they need help, you can tell them that: the face-to-face conversations are between just two people; the two versions of each kind of communication have the same number of cards at the beginning and at the end as each other, eg there are two opening cards in each ; the two versions of each kind of communication have similar functions at each stage, so if the students put them next to each other, they should match stage by stage; the two versions of each kind of communication have different topics; one is formal and the other is informal; the formal is an answer to one person and the informal is a request to more than one person; one phone call is between people who know each other and the other is between people who don t know each other; the phone call where the people know each other is informal and the other is formal; both face-to-face conversations are at trade fairs, trade shows or conferences; in one face-to-face conversation, the people know each other and in the other they don t. You could also tell them the function of each line. 3 Let them check their answers against a complete version of the worksheet or by listening to you reading it all out. 4 For further practice, they can: try to imagine, and perhaps write, the body of each , phone call and conversation; play a memory game by taking turns reading out the whole of one of the texts, as they turn the cards over one by one (with things not on the cards also OK, as long as they fit in that text); take one card and try to include it in a whole , telephone call or face-to-face conversation; read out single cards for a partner to identify the kind of communication it is from; read out a card for their partner to say something that should go before or after it (with other phrases not in these texts also OK, as long as they fit); ask a partner to make suitable phrases for the beginning or ending of one kind of communication (giving them hints, such as key words, if they get stuck). 24 Issue 113 November
4 Cards to cut out (and suggested answers) Dear Mr Case Thank you for your enquiring about your schedule for your visit to Japan in December. Please find a copy of the schedule attached. If you need any further information, please do not hesitate to contact me. I look forward to meeting you next month. Best regards Kim Parker (Ms) Head of Training, ABC Limited Hi, guys Hope you all had a good weekend. I m writing to ask if anyone can give me a hand with Let me know if you need more info before volunteering. Cheers. Best wishes Gus Issue 113 November
5 Cards to cut out (and suggested answers) Good afternoon. ABC Limited. John Smith speaking. How can I help you? Good evening. Could I speak to Jane Brown, please? I m afraid she s in a meeting at the moment. Can I take a message? Yes, please. Could you tell her? OK, I ll make sure that she gets your message. I m sure she will get back to you soon. Great. Thank you for your help. Thank you for calling. Goodbye. Good afternoon. ABC Limited. John Smith speaking. How can I help you? Hi, John, this is Steve. Hi, Steve. How s it going? I heard that you broke your leg! Are you still in plaster? Fraid so, but just for one more week. Anyway, I m ringing about Well, I d love to chat more, but I ve got someone on another line, so I ll give you a call later to talk about it more. Great, thanks. Speak to you later, then. Bye. Yup, speak to you then. Bye. 26 Issue 113 November
6 Cards to cut out (and suggested answers) Is this seat free? Yes, it is. Please sit down. Thanks. It s really busy here, isn t it? Yes, it is, but it s usually like this. Is this your first time here? Yes, it is. I used to work in but I ve recently Well, I d love to hear more about your company, but I m afraid I have to go to another workshop, so it might be best to each other. Here s my business card. Thanks. And here s mine. It was a pleasure to meet you. It was great to meet you too. I look forward to hearing from you. Lars? Sorry to disturb you. I don t know if you remember me, but we met at this conference last year. Of course I remember you. It s Hamad, isn t it? It s so nice to see you again. How have you been? It s great to see you too. Things have been really good, thanks. I ve had a promotion and moved here to Tokyo, actually. How about you? That s fantastic. Congratulations! I m still based in Seoul, working on new websites. I m really glad I ve bumped into you because Well, I m afraid I need to get back to our booth, but you should come by later and say hi to Joseph and Guillaume. Sure. Will do. I ll see you later, then. It was great to see you again. It was good to see you too. See you then. Bye. Issue 113 November
Developing Grammar in Context
Developing Grammar in Context intermediate with answers Mark Nettle and Diana Hopkins PUBLISHED BY THE PRESS SYNDICATE OF THE UNIVERSITY OF CAMBRIDGE The Pitt Building, Trumpington Street, Cambridge, United
More informationVirtually Anywhere Episodes 1 and 2. Teacher s Notes
Virtually Anywhere Episodes 1 and 2 Geeta and Paul are final year Archaeology students who don t get along very well. They are working together on their final piece of coursework, and while arguing over
More informationIN THIS UNIT YOU LEARN HOW TO: SPEAKING 1 Work in pairs. Discuss the questions. 2 Work with a new partner. Discuss the questions.
6 1 IN THIS UNIT YOU LEARN HOW TO: ask and answer common questions about jobs talk about what you re doing at work at the moment talk about arrangements and appointments recognise and use collocations
More informationa) analyse sentences, so you know what s going on and how to use that information to help you find the answer.
Tip Sheet I m going to show you how to deal with ten of the most typical aspects of English grammar that are tested on the CAE Use of English paper, part 4. Of course, there are many other grammar points
More informationA Pumpkin Grows. Written by Linda D. Bullock and illustrated by Debby Fisher
GUIDED READING REPORT A Pumpkin Grows Written by Linda D. Bullock and illustrated by Debby Fisher KEY IDEA This nonfiction text traces the stages a pumpkin goes through as it grows from a seed to become
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 informationEnglish for Life. B e g i n n e r. Lessons 1 4 Checklist Getting Started. Student s Book 3 Date. Workbook. MultiROM. Test 1 4
Lessons 1 4 Checklist Getting Started Lesson 1 Lesson 2 Lesson 3 Lesson 4 Introducing yourself Numbers 0 10 Names Indefinite articles: a / an this / that Useful expressions Classroom language Imperatives
More informationLower and Upper Secondary
Lower and Upper Secondary Type of Course Age Group Content Duration Target General English Lower secondary Grammar work, reading and comprehension skills, speech and drama. Using Multi-Media CD - Rom 7
More informationPontificia Universidad Católica del Ecuador Facultad de Comunicación, Lingüística y Literatura Escuela de Lenguas Sección de Inglés
Teléf.: 2991700. Ext 1243 1. DATOS INFORMATIVOS: MATERIA O MÓDULO: INGLÉS CÓDIGO: 12551 CARRERA: NIVEL: CINCO- INTERMEDIO No. CRÉDITOS: 5 SEMESTRE / AÑO ACADÉMICO: PROFESOR: Nombre: Indicación de horario
More informationOpportunities for Writing Title Key Stage 1 Key Stage 2 Narrative
English Teaching Cycle The English curriculum at Wardley CE Primary is based upon the National Curriculum. Our English is taught through a text based curriculum as we believe this is the best way to develop
More informationSAMPLE PAPER SYLLABUS
SOF INTERNATIONAL ENGLISH OLYMPIAD SAMPLE PAPER SYLLABUS 2017-18 Total Questions : 35 Section (1) Word and Structure Knowledge PATTERN & MARKING SCHEME (2) Reading (3) Spoken and Written Expression (4)
More informationEmmaus Lutheran School English Language Arts Curriculum
Emmaus Lutheran School English Language Arts Curriculum Rationale based on Scripture God is the Creator of all things, including English Language Arts. Our school is committed to providing students with
More informationE-3: Check for academic understanding
Respond instructively After you check student understanding, it is time to respond - through feedback and follow-up questions. Doing this allows you to gauge how much students actually comprehend and push
More informationBULATS A2 WORDLIST 2
BULATS A2 WORDLIST 2 INTRODUCTION TO THE BULATS A2 WORDLIST 2 The BULATS A2 WORDLIST 21 is a list of approximately 750 words to help candidates aiming at an A2 pass in the Cambridge BULATS exam. It is
More informationELD CELDT 5 EDGE Level C Curriculum Guide LANGUAGE DEVELOPMENT VOCABULARY COMMON WRITING PROJECT. ToolKit
Unit 1 Language Development Express Ideas and Opinions Ask for and Give Information Engage in Discussion ELD CELDT 5 EDGE Level C Curriculum Guide 20132014 Sentences Reflective Essay August 12 th September
More informationP a g e 1. Grade 4. Grant funded by: MS Exemplar Unit English Language Arts Grade 4 Edition 1
P a g e 1 Grade 4 Grant funded by: P a g e 2 Lesson 1: Understanding Themes Focus Standard(s): RL.4.2 Additional Standard(s): RL.4.1 Estimated Time: 1-2 days Resources and Materials: Handout 1.1: Details,
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 informationEduroam Support Clinics What are they?
Eduroam Support Clinics What are they? Moderator: Welcome to the Jisc podcast. Eduroam allows users to seaming less and automatically connect to the internet through a single Wi Fi profile in participating
More informationLoughton School s curriculum evening. 28 th February 2017
Loughton School s curriculum evening 28 th February 2017 Aims of this session Share our approach to teaching writing, reading, SPaG and maths. Share resources, ideas and strategies to support children's
More informationCheeky Monkey COURSES FOR CHILDREN. Kathryn Harper and Claire Medwell
AUDIO CD FREE MULTI-ROM Cheeky Monkey Kathryn Harper and Claire Medwell Cheeky Monkey is a flexible new two-level course for pre-primary which adapts to different teaching situations and styles. Children
More informationHow to make an A in Physics 101/102. Submitted by students who earned an A in PHYS 101 and PHYS 102.
How to make an A in Physics 101/102. Submitted by students who earned an A in PHYS 101 and PHYS 102. PHYS 102 (Spring 2015) Don t just study the material the day before the test know the material well
More informationAdvanced Grammar in Use
Advanced Grammar in Use A self-study reference and practice book for advanced learners of English Third Edition with answers and CD-ROM cambridge university press cambridge, new york, melbourne, madrid,
More informationProgramma di Inglese
1. Module Starter Functions: Talking about names Talking about age and addresses Talking about nationality (1) Talking about nationality (2) Talking about jobs Talking about the classroom Programma di
More informationWelcome to the Purdue OWL. Where do I begin? General Strategies. Personalizing Proofreading
Welcome to the Purdue OWL This page is brought to you by the OWL at Purdue (http://owl.english.purdue.edu/). When printing this page, you must include the entire legal notice at bottom. Where do I begin?
More informationCEFR Overall Illustrative English Proficiency Scales
CEFR Overall Illustrative English Proficiency s CEFR CEFR OVERALL ORAL PRODUCTION Has a good command of idiomatic expressions and colloquialisms with awareness of connotative levels of meaning. Can convey
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 informationbabysign 7 Answers to 7 frequently asked questions about how babysign can help you.
babysign 7 Answers to 7 frequently asked questions about how babysign can help you. www.babysign.co.uk Questions We Answer 1. If I sign with my baby before she learns to speak won t it delay her ability
More informationMyths, Legends, Fairytales and Novels (Writing a Letter)
Assessment Focus This task focuses on Communication through the mode of Writing at Levels 3, 4 and 5. Two linked tasks (Hot Seating and Character Study) that use the same context are available to assess
More informationSTUDENT MOODLE ORIENTATION
BAKER UNIVERSITY SCHOOL OF PROFESSIONAL AND GRADUATE STUDIES STUDENT MOODLE ORIENTATION TABLE OF CONTENTS Introduction to Moodle... 2 Online Aptitude Assessment... 2 Moodle Icons... 6 Logging In... 8 Page
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 informationPrimary English Curriculum Framework
Primary English Curriculum Framework Primary English Curriculum Framework This curriculum framework document is based on the primary National Curriculum and the National Literacy Strategy that have been
More informationI. INTRODUCTION. for conducting the research, the problems in teaching vocabulary, and the suitable
1 I. INTRODUCTION This chapter describes the background of the problem which includes the reasons for conducting the research, the problems in teaching vocabulary, and the suitable activity which is needed
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 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 informationLiteracy THE KEYS TO SUCCESS. Tips for Elementary School Parents (grades K-2)
Literacy THE KEYS TO SUCCESS Tips for Elementary School Parents (grades K-2) Randi Weingarten president Lorretta Johnson secretary-treasurer Mary Cathryn Ricker executive vice president OUR MISSION The
More informationHoughton Mifflin Reading Correlation to the Common Core Standards for English Language Arts (Grade1)
Houghton Mifflin Reading Correlation to the Standards for English Language Arts (Grade1) 8.3 JOHNNY APPLESEED Biography TARGET SKILLS: 8.3 Johnny Appleseed Phonemic Awareness Phonics Comprehension Vocabulary
More informationCalifornia Department of Education English Language Development Standards for Grade 8
Section 1: Goal, Critical Principles, and Overview Goal: English learners read, analyze, interpret, and create a variety of literary and informational text types. They develop an understanding of how language
More informationInternational Examinations. IGCSE English as a Second Language Teacher s book. Second edition Peter Lucantoni and Lydia Kellas
International Examinations IGCSE English as a Second Language Teacher s book Second edition Peter Lucantoni and Lydia Kellas To Costas Djapouras, without whose help and support this book would never have
More informationFirst Grade Curriculum Highlights: In alignment with the Common Core Standards
First Grade Curriculum Highlights: In alignment with the Common Core Standards ENGLISH LANGUAGE ARTS Foundational Skills Print Concepts Demonstrate understanding of the organization and basic features
More informationLongman English Interactive
Longman English Interactive Level 3 Orientation Quick Start 2 Microphone for Speaking Activities 2 Course Navigation 3 Course Home Page 3 Course Overview 4 Course Outline 5 Navigating the Course Page 6
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 informationGo With the Flow. By Nancy Kott WZ8C
Go With the Flow 1 Go With the Flow By Nancy Kott WZ8C Morse code. These two words conjure up more emotions than any other phrase in Amateur Radio. For some reason, Hams who enjoy Morse code are fiercely
More informationHonors Interdisciplinary Seminar
Honors Interdisciplinary Seminar Course Approval Package For Faculty Your Proposal Has Been Approved By The Burnett Honors College Congratulations on having your Honors Interdisciplinary Seminar proposal
More informationFundraising 101 Introduction to Autism Speaks. An Orientation for New Hires
Fundraising 101 Introduction to Autism Speaks An Orientation for New Hires May 2013 Welcome to the Autism Speaks family! This guide is meant to be used as a tool to assist you in your career and not just
More informationCopyright 2017 DataWORKS Educational Research. All rights reserved.
Copyright 2017 DataWORKS Educational Research. All rights reserved. No part of this work may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic or mechanical,
More informationGetting Started with Deliberate Practice
Getting Started with Deliberate Practice Most of the implementation guides so far in Learning on Steroids have focused on conceptual skills. Things like being able to form mental images, remembering facts
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 informationChapter 4 - Fractions
. Fractions Chapter - Fractions 0 Michelle Manes, University of Hawaii Department of Mathematics These materials are intended for use with the University of Hawaii Department of Mathematics Math course
More informationFormulaic Language and Fluency: ESL Teaching Applications
Formulaic Language and Fluency: ESL Teaching Applications Formulaic Language Terminology Formulaic sequence One such item Formulaic language Non-count noun referring to these items Phraseology The study
More informationWriting a composition
A good composition has three elements: Writing a composition an introduction: A topic sentence which contains the main idea of the paragraph. a body : Supporting sentences that develop the main idea. a
More informationWhy Pay Attention to Race?
Why Pay Attention to Race? Witnessing Whiteness Chapter 1 Workshop 1.1 1.1-1 Dear Facilitator(s), This workshop series was carefully crafted, reviewed (by a multiracial team), and revised with several
More informationTrain The Trainer(SAMPLE PAGES)
Train The Trainer(SAMPLE PAGES) Delegate Manual 9.00 Welcome and Setting the Scene Overview of the Day Knowledge/Skill Checklist Introductions exercise 11.00 BREAK COURSE OUTLINE It Wouldn t Happen Around
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 informationPart I. Figuring out how English works
9 Part I Figuring out how English works 10 Chapter One Interaction and grammar Grammar focus. Tag questions Introduction. How closely do you pay attention to how English is used around you? For example,
More informationRisk. UNIT 4 Risk. Discussion point. Vocabulary preview. Before you read. Reading Risk-takers: Who are they? Cultural awareness. Cultural awareness
UNIT 4 Reading Critical thinking Language development Writing Summarizing Assessing whether research supports an argument Adjective + preposition collocations Infinitive phrases Avoiding plagiarism Lead
More informationReading Grammar Section and Lesson Writing Chapter and Lesson Identify a purpose for reading W1-LO; W2- LO; W3- LO; W4- LO; W5-
New York Grade 7 Core Performance Indicators Grades 7 8: common to all four ELA standards Throughout grades 7 and 8, students demonstrate the following core performance indicators in the key ideas of reading,
More informationChapter 9 Banked gap-filling
Chapter 9 Banked gap-filling This testing technique is known as banked gap-filling, because you have to choose the appropriate word from a bank of alternatives. In a banked gap-filling task, similarly
More informationGrades. From Your Friends at The MAILBOX
From Your Friends at The MAILBOX Grades 5 6 TEC916 High-Interest Math Problems to Reinforce Your Curriculum Supports NCTM standards Strengthens problem-solving and basic math skills Reinforces key problem-solving
More informationCLASSIFICATION OF PROGRAM Critical Elements Analysis 1. High Priority Items Phonemic Awareness Instruction
CLASSIFICATION OF PROGRAM Critical Elements Analysis 1 Program Name: Macmillan/McGraw Hill Reading 2003 Date of Publication: 2003 Publisher: Macmillan/McGraw Hill Reviewer Code: 1. X The program meets
More informationSMARTboard: The SMART Way To Engage Students
SMARTboard: The SMART Way To Engage Students Emily Goettler 2nd Grade Gray s Woods Elementary School State College Area School District esg5016@psu.edu Penn State Professional Development School Intern
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 informationTutoring First-Year Writing Students at UNM
Tutoring First-Year Writing Students at UNM A Guide for Students, Mentors, Family, Friends, and Others Written by Ashley Carlson, Rachel Liberatore, and Rachel Harmon Contents Introduction: For Students
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 informationIndividual Component Checklist L I S T E N I N G. for use with ONE task ENGLISH VERSION
L I S T E N I N G Individual Component Checklist for use with ONE task ENGLISH VERSION INTRODUCTION This checklist has been designed for use as a practical tool for describing ONE TASK in a test of listening.
More informationELP in whole-school use. Case study Norway. Anita Nyberg
EUROPEAN CENTRE FOR MODERN LANGUAGES 3rd Medium Term Programme ELP in whole-school use Case study Norway Anita Nyberg Summary Kastellet School, Oslo primary and lower secondary school (pupils aged 6 16)
More informationREADTHEORY TEACHING STUDENTS TO READ AND THINK CRITICALLY
READTHEORY TEACHING STUDENTS TO READ AND THINK CRITICALLY "Bullet Trains" Reading Comprehension Assessment ReadTheory.org For exciting updates, offers, and other helpful information, follow us on Facebook
More information1 st Quarter (September, October, November) August/September Strand Topic Standard Notes Reading for Literature
1 st Grade Curriculum Map Common Core Standards Language Arts 2013 2014 1 st Quarter (September, October, November) August/September Strand Topic Standard Notes Reading for Literature Key Ideas and Details
More informationWest s Paralegal Today The Legal Team at Work Third Edition
Study Guide to accompany West s Paralegal Today The Legal Team at Work Third Edition Roger LeRoy Miller Institute for University Studies Mary Meinzinger Urisko Madonna University Prepared by Bradene L.
More informationC a l i f o r n i a N o n c r e d i t a n d A d u l t E d u c a t i o n. E n g l i s h a s a S e c o n d L a n g u a g e M o d e l
C a l i f o r n i a N o n c r e d i t a n d A d u l t E d u c a t i o n E n g l i s h a s a S e c o n d L a n g u a g e M o d e l C u r r i c u l u m S t a n d a r d s a n d A s s e s s m e n t G u i d
More informationDigital Fabrication and Aunt Sarah: Enabling Quadratic Explorations via Technology. Michael L. Connell University of Houston - Downtown
Digital Fabrication and Aunt Sarah: Enabling Quadratic Explorations via Technology Michael L. Connell University of Houston - Downtown Sergei Abramovich State University of New York at Potsdam Introduction
More informationThe Indices Investigations Teacher s Notes
The Indices Investigations Teacher s Notes These activities are for students to use independently of the teacher to practise and develop number and algebra properties.. Number Framework domain and stage:
More informationPolish (continuers) Languages Learning Area.
Polish (continuers) 2 0 0 9 A S S E S S M E N T R E P O R T Languages Learning Area POLISH (CONTINUERS) 2009 ASSESSMENT REPORT GENERAL COMMENTS In 2009, 104 students from five states Western Australia,
More informationGrade 8: Module 4: Unit 1: Lesson 8 Reading for Gist and Answering Text-Dependent Questions: Local Sustainable Food Chain
Grade 8: Module 4: Unit 1: Lesson 8 Reading for Gist and Answering Text-Dependent Questions: This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt
More informationSimilar Triangles. Developed by: M. Fahy, J. O Keeffe, J. Cooper
Similar Triangles Developed by: M. Fahy, J. O Keeffe, J. Cooper For the lesson on 1/3/2016 At Chanel College, Coolock Teacher: M. Fahy Lesson plan developed by: M. Fahy, J. O Keeffe, J. Cooper. 1. Title
More information2014 Free Spirit Publishing. All rights reserved.
Elizabeth Verdick Illustrated by Marieka Heinlen Text copyright 2004 by Elizabeth Verdick Illustrations copyright 2004 by Marieka Heinlen All rights reserved under International and Pan-American Copyright
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 informationComprehension Recognize plot features of fairy tales, folk tales, fables, and myths.
4 th Grade Language Arts Scope and Sequence 1 st Nine Weeks Instructional Units Reading Unit 1 & 2 Language Arts Unit 1& 2 Assessments Placement Test Running Records DIBELS Reading Unit 1 Language Arts
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 informationThe Writing Process. The Academic Support Centre // September 2015
The Writing Process The Academic Support Centre // September 2015 + so that someone else can understand it! Why write? Why do academics (scientists) write? The Academic Writing Process Describe your writing
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 informationDear Teacher: Welcome to Reading Rods! Reading Rods offer many outstanding features! Read on to discover how to put Reading Rods to work today!
Dear Teacher: Welcome to Reading Rods! Your Sentence Building Reading Rod Set contains 156 interlocking plastic Rods printed with words representing different parts of speech and punctuation marks. Students
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 information5 Star Writing Persuasive Essay
5 Star Writing Persuasive Essay Grades 5-6 Intro paragraph states position and plan Multiparagraphs Organized At least 3 reasons Explanations, Examples, Elaborations to support reasons Arguments/Counter
More informationFormative Assessment in Mathematics. Part 3: The Learner s Role
Formative Assessment in Mathematics Part 3: The Learner s Role Dylan Wiliam Equals: Mathematics and Special Educational Needs 6(1) 19-22; Spring 2000 Introduction This is the last of three articles reviewing
More informationFacing our Fears: Reading and Writing about Characters in Literary Text
Facing our Fears: Reading and Writing about Characters in Literary Text by Barbara Goggans Students in 6th grade have been reading and analyzing characters in short stories such as "The Ravine," by Graham
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 information5. UPPER INTERMEDIATE
Triolearn General Programmes adapt the standards and the Qualifications of Common European Framework of Reference (CEFR) and Cambridge ESOL. It is designed to be compatible to the local and the regional
More informationThinking Maps for Organizing Thinking
Ann Delores Sean Thinking Maps for Organizing Thinking Roosevelt High School Students and Teachers share their reflections on the use of Thinking Maps in Social Studies and other Disciplines Students Sean:
More informationNational Literacy and Numeracy Framework for years 3/4
1. Oracy National Literacy and Numeracy Framework for years 3/4 Speaking Listening Collaboration and discussion Year 3 - Explain information and ideas using relevant vocabulary - Organise what they say
More informationLEXICAL COHESION ANALYSIS OF THE ARTICLE WHAT IS A GOOD RESEARCH PROJECT? BY BRIAN PALTRIDGE A JOURNAL ARTICLE
LEXICAL COHESION ANALYSIS OF THE ARTICLE WHAT IS A GOOD RESEARCH PROJECT? BY BRIAN PALTRIDGE A JOURNAL ARTICLE Submitted in partial fulfillment of the requirements for the degree of Sarjana Sastra (S.S.)
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 informationDickinson ISD ELAR Year at a Glance 3rd Grade- 1st Nine Weeks
3rd Grade- 1st Nine Weeks R3.8 understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understand R3.8A sequence and
More informationTIMBERDOODLE SAMPLE PAGES
KTimberdoodle s Curriculum Handbook 2016-2017 edition Welcome to Kindergarten 2 On Your Mark, Get Set, Go! We're So Glad You're Here! Congratulations on choosing to homeschool your child this year! Whether
More informationInstitute for Social and Legal Sciences
Institute for Social and Legal Sciences JĘZYK ANGIELSKI Institute Course unit title język obcy, A2/B1 (1 semestr) Study programme: Year of study/semester I /1 semester Mode of delivery Level of course
More informationContents. Foreword... 5
Contents Foreword... 5 Chapter 1: Addition Within 0-10 Introduction... 6 Two Groups and a Total... 10 Learn Symbols + and =... 13 Addition Practice... 15 Which is More?... 17 Missing Items... 19 Sums with
More informationClassify: by elimination Road signs
WORK IT Road signs 9-11 Level 1 Exercise 1 Aims Practise observing a series to determine the points in common and the differences: the observation criteria are: - the shape; - what the message represents.
More informationHow we look into complaints What happens when we investigate
How we look into complaints What happens when we investigate We make final decisions about complaints that have not been resolved by the NHS in England, UK government departments and some other UK public
More informationRed Flags of Conflict
CONFLICT MANAGEMENT Introduction Webster s Dictionary defines conflict as a battle, contest of opposing forces, discord, antagonism existing between primitive desires, instincts and moral, religious, or
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 informationGuidelines for Writing an Internship Report
Guidelines for Writing an Internship Report Master of Commerce (MCOM) Program Bahauddin Zakariya University, Multan Table of Contents Table of Contents... 2 1. Introduction.... 3 2. The Required Components
More information