The document discusses the importance of oral language development and its connection to literacy. It covers stages of language development from infancy through elementary school age and conditions that support language learning. Additionally, it addresses components of reading development including phonemic awareness, phonics, sight words, fluency, and comprehension.
This document presents a teaching reading presentation that covers:
1. The objectives of teaching reading to students and exploring different reading strategies.
2. The importance of teaching reading to help students learn the language, read for information, and gain cultural knowledge.
3. Different reading strategies taught in the classroom, including previewing, predicting, skimming/scanning, guessing from context, and paraphrasing.
4. How teachers can incorporate reading strategies into the classroom through pre-reading, while-reading, and post-reading exercises.
This document provides information on teaching reading through five components: phonological awareness, phonics, fluency, vocabulary, and comprehension. It discusses techniques for each component, including phonemic awareness activities, teaching the alphabetic principle through letter sounds and blending, measuring fluency, direct vocabulary instruction, and seven comprehension strategies. The document also summarizes six core developmental reading approaches and several other instructional methods.
1. The document discusses the definitions and key differences between a curriculum and a syllabus. A curriculum is broader than a syllabus and includes goals, topics, teaching methods, and evaluation, while a syllabus only lists the content to be covered.
2. The document outlines several curriculum ideologies including academic rationalism, social and economic efficiency, learner-centeredness, social reconstructionism, and cultural pluralism. These ideologies influence the role and purpose of language in the curriculum.
3. The development of a curriculum involves determining needs, objectives, content, organization, learning experiences, and evaluation according to models by Taba and Garcia. A curriculum can be viewed as the transmission of knowledge, the achievement of goals
Emergent Literacy and Theories of Learning MontecriZz
The document discusses emergent literacy and its key concepts. It defines emergent literacy as the stage where children first begin interacting with reading and writing before formal schooling. This stage involves children developing knowledge of concepts like directionality and the relationship between spoken and written words. The document also outlines five stages of reading development: emergent, early, transitional, self-extending, and advanced. It notes that emergent writing is experimental and meant to communicate. Finally, it discusses the important role of the home environment in promoting early literacy through activities like reading to children and involving them in literacy-related activities.
Receptive skills reading and listeningAisa Jadulco
This document discusses receptive skills like listening and reading when learning a new language. It notes that listening requires real-time processing without the ability to go back and check, unlike reading. Key differences between listening and reading are outlined, such as the use of weak forms in speaking vs clarity in writing. Effective ways to teach listening and reading lessons are presented, including pre-teaching vocabulary, gist and detailed tasks, and student response. Strategies for listening exams and reading tasks are also provided.
This document discusses various topics related to grammar including definitions, different approaches or kinds of grammar (such as traditional, historical, comparative, functional, and grammar translation), grammatical theories (traditional, immediate constituent, tagmemic, and transformational), parts of speech, sentence structure, classification of words, errors in language, drills to practice grammar, and tests of grammar knowledge. It provides information on inductive and deductive approaches to teaching grammar as well as common grammatical errors at the lexical, grammar, discourse, and pronunciation levels.
The document discusses literacy across the curriculum and its importance. It provides perspectives from several teachers and researchers. Literacy across the curriculum means teaching literacy skills through various subject areas like math, science, social studies, etc. This is important because it reinforces learning in all areas and helps students learn to read and write for different purposes. Effective literacy programs incorporate reading and writing strategies across the curriculum and are student-centered. The document outlines several teacher projects focused on improving literacy skills through various subjects and strategies.
The document discusses different approaches to teaching - deductive and inductive. The deductive approach involves the teacher directly presenting information to students, while the inductive approach involves the teacher presenting many examples for students to observe patterns and concepts from. Some key differences are noted: the deductive approach is more predictable but the inductive approach tends to lead to deeper understanding and retention. The document also asks questions about personalizing learning, predictability of lessons, desired depth of understanding, and time available to consider which approach may be better suited for a given situation.
This document discusses inclusive education in India. It defines inclusive education as promoting the full development of all learners regardless of attributes. Historically, separate education for disabled students began in the 1880s, with various initiatives since the 1960s aiming to integrate disabled students. Inclusive education aims to provide education for all, protect rights, develop skills, foster social consciousness, and promote brotherhood. It includes students with disabilities, learning styles, or other differences. Challenges include lack of understanding, feelings of isolation, and lagging behind peers. The role of teachers is to address each student's needs, build confidence, and recognize talents. Teaching strategies for inclusion include cooperative learning and peer tutoring. Government measures have aimed to promote
The document discusses strategies to improve inclusive education, which is an approach that aims to place students with disabilities in regular classrooms. It emphasizes equal opportunities and full participation for all students regardless of their abilities or backgrounds. Some important strategies discussed include training teachers to use diverse teaching methods, adapting classrooms and curriculums to meet varied student needs, encouraging peer support between students, and addressing barriers like a lack of resources or negative attitudes. The overall goal is to create inclusive, supportive learning environments where all children can thrive.
1) Effective vocabulary instruction involves directly teaching words through multiple methods like definitions, examples, discussions and activities rather than relying solely on definitions. 2) Vocabulary is best learned through repeated exposure, active engagement and connecting new words to prior knowledge. 3) Teachers should introduce new words, help students understand and represent word meanings in different ways, and provide opportunities for students to deepen their knowledge of words over time.
The document discusses the language experience approach, a teaching method that uses students' own words and experiences to develop reading and writing skills. In this approach, students dictate stories about personal experiences to the teacher, who writes them down. The stories are then used as reading material to help students make connections between oral and written language. Key aspects of the approach include developing vocabulary and comprehension through repeated reading of self-generated texts, as well as follow-up lessons on grammar, spelling, and other skills. The approach draws on principles of learning from the familiar to unfamiliar and linking instruction to students' lives.
How People Learn
Today, the primary theory is socio-constructivist—in which knowledge is understood to be importantly shaped by the context in which it is situated, and is actively constructed through social negotiation with others. On this understanding, learning environments should be where:
• Constructive, self-regulated learning is fostered
• The learning is sensitive to the context
• It will often be collaborative
Theoretical concepts do not yield concrete prescriptions for classroom application, but the good theory can be used flexibly and creatively by teachers in their planning and educational practice. At the same time, not all learning takes place in the classroom as much of it occurs at home, on the sports field, in museums and so forth (non-formal education), and sometimes implicitly and effortlessly (informal learning).
12 Learning Theories:
• Constructivism
• Behaviorism
• Piaget's Developmental Theory
• Neuroscience
• Brain-Based Learning
• Learning Styles
• Multiple Intelligences
• Right Brain/Left Brain
• Thinking
• Communities of Practice
• Control Theory
• Observational Learning
• Vygotsky and Social Cognition
This document discusses phonological awareness and its importance for reading success. Phonological awareness is the ability to recognize and manipulate sounds in spoken words, while phonemic awareness is a sub-skill focusing on the smallest units of sound. The document outlines a phonological awareness continuum from broader skills like rhyming to finer skills like manipulating individual phonemes. It emphasizes that phonemic awareness is the strongest predictor of reading success and discusses teaching phonological awareness explicitly through activities targeting different sound levels.
There are several types of tests used to measure student performance and abilities, including diagnostic tests, proficiency tests, achievement tests, aptitude tests, placement tests, personality tests, and intelligence tests. Tests can also be objective or subjective, oral or written, criterion-referenced or norm-referenced, formative or summative, and administered individually or to groups. The document provides descriptions of the various types of tests.
This document provides guidance on how to teach listening skills to ESL students. It begins by defining listening and explaining why it is important to teach. Some difficulties with teaching listening include students trying to understand every word and getting distracted. The document then gives tips for pre-listening, while listening, and post-listening activities. These include reducing distractions, giving students a purpose for listening, and doing group discussions after. Sample listening exercises are also provided to help teach in a way that makes listening an engaging and successful activity for students.
This document discusses assessment in social science education. It defines assessment as tools used to evaluate students' academic skills and progress. Assessment plays a key role in how students learn and teachers teach. There are three types of assessment: assessment for learning provides feedback to guide instruction; assessment as learning involves students reflecting on their own learning; and assessment of learning evaluates achievement at a point in time. When assessing students in social science, teachers should evaluate various skills, interests, participation, and development on a continuous basis using diverse methods like observations, projects, and portfolios. The purpose of assessment is to reflect on learning and progress in order to support students.
Special education is designed to meet the unique needs of students with disabilities. It involves specially designed instruction, materials, facilities, and services to help students learn skills. The goals of special education are to ensure students with disabilities can be educated effectively and provided with supportive environments. It also aims to support development and adjustment into regular school and community activities. Special education teachers require specialized knowledge and skills to address the individual needs of students with disabilities.
The document discusses the Language Experience Approach (LEA), a teaching method that uses students' own words and experiences to help develop reading and writing skills. It involves students dictating a story about a personal experience, which the teacher writes down. Students then read the story repeatedly. This helps reading comprehension as students are reading self-generated material. The LEA supports vocabulary growth and provides opportunities for meaningful reading and writing activities linked to students' own experiences and oral language.
This document summarizes oral language development from birth to 9 months. It discusses how infants communicate through crying at birth and begin to coo and babble between 3-5 months. Between 6-9 months, infants can vocalize different emotions and imitate sounds. Theories of language acquisition such as behaviorism, nativism, and interactionism are also summarized. The document concludes with implications for supporting early language development through rich linguistic environments and interactions.
This document discusses techniques for assessing oral language skills. It lists criteria like fluency, accuracy, and sensitivity. It also provides examples of techniques like oral interviews, role plays, dialogue journals, self-assessment, and presentations. Several activities are described to assess oral language in contexts like social interaction, language and literacy, and language and thinking. The document also discusses techniques for assessing students' written English like portfolios, peer-assessment, journal writing, checklists, rubrics, and anecdotal records.
The document discusses the importance of oral language development for students learning a second language. It notes that for these students, language can act as a barrier to learning if they have poor English skills. As such, teachers need to be aware of the language they use and deliberately create opportunities for students to practice listening and speaking. The document provides strategies for supporting oral language development, such as encouraging conversation, teaching vocabulary, and establishing a literacy-rich classroom environment.
The document discusses key concepts about language including definitions, the nature and attributes of language, and strategies for effective oral language. It defines language as a system of symbols used to convey thought from one person to another. It also discusses that language is dynamic, words have multiple meanings, and meanings exist in people's minds rather than in words themselves. Language is influenced by culture and time. Effective oral language should be clear, direct, appropriate for the audience and occasion, and vivid through the use of imagery.
Here are the key characteristics of emergent literacy skills in the different stages:
Oral Skills: Early emergent - Read aloud, storytelling, verbal requests. Emergent - Growing oral language, pleasure in words. Beginning - Self-corrected speech, vocabulary. Almost fluent - Language fluency, pleasure in language. Fluent - Increased vocabulary, appreciation for speech.
Reading Skills: Early emergent - Concept of print, naming, picture reading, enjoyment. Emergent - Concept of print, environmental print, letter sounds. Beginning - Additional recognition skills and meaning. Almost fluent - Word recognition, meaning, varied purposes. Fluent - Decoding, comprehension, critical reading.
Writing Skills: Early emer
This professional development session provides strategies to help prepare preschoolers for reading success. It discusses how parents, teachers, and administrators each play a role. Parents should read to their children starting at a young age. Teachers should provide research-based literacy programming and oral language activities. Administrators should connect home and school through family resources and allowing access to materials. The session equips attendees with strategies like conducting surveys, providing resources to families, and examining curriculum to improve early literacy experiences.
This document discusses theories of learning and early literacy. It defines emergent literacy as how young children interact with books through reading and writing even before they can do so conventionally. Emergent literacy develops gradually from birth until conventional reading and writing skills are acquired. The process involves speaking, listening, reading, writing, and viewing visual materials. Early literacy begins as children are exposed to communication through signs, books being read to them, and scribbling. Reading and writing develop concurrently through engagement with books and writing. Listening to books read aloud helps literacy development. Parents can promote early literacy in infants through books with pictures and rhymes and in toddlers by providing literature and supporting writing. Home literacy experiences are important for school readiness and achievement
Oral language assessment evaluates students' communication abilities. It examines how students use language both for basic interactions and academic purposes in various contexts like small group work, presentations, and classroom activities. Effective oral language assessment considers students' use of language functions to express meaning using communicative and academic language. It also plans assessments from the start of a unit to motivate students and recognize their accomplishments. Both informal observations and formal assessments throughout the year provide information on students' developing oral language skills, which form the basis for early literacy instruction.
Chap. 5 theories of literacy developmentTele Caster
1. The document discusses several theories of literacy development including Piaget's Theory of Cognitive Development, Maturation Theory, Holdaway's Theory of Literacy Development, Stage Models of Reading, Emergent Literacy Theory, and Family Literacy Theory.
2. These theories explain the stages and processes through which children's literacy abilities emerge and develop from infancy through adulthood.
3. The theories aim to help educators understand how children's thinking and literacy skills change over time so they can best support literacy development.
The document discusses the importance of play in developing literacy skills in young children. It notes that play is not just recreation, but is how children think, use language, solve problems, remember things, plan, investigate, organize ideas, and use their social and cognitive skills. Later paragraphs discuss how oral language is the foundation for literacy, and that engaging in socio-dramatic play helps children develop stronger language, social, imagination, and understanding of others. It suggests introducing literacy elements like books and writing into play in a natural way without long periods of drilling or testing.
Preschool age children learn through play, discovery, exploration, creation and interaction which allows them to develop creatively through art and dance, linguistically by improving receptive and expressive language, physically through gross and fine motor skills, cognitively in areas like reasoning, math, literacy and writing, and socially/emotionally by building social relationships, self-concept, self-regulation and understanding emotions.
Discover the easiest way ever to teach literacy skills! Through literacy centers, small group games, supporting books, songs, and art projects-- learn how to easily increase early literacy development at school and at home by creating print-rich environments.
Writing workshop: Writing instruction that WORKSHonor Moorman
The document discusses implementing the writing workshop approach in the classroom. It describes the key components of writing workshop: minilessons to teach writing skills, independent writing time with teacher conferences, and sharing student work. Implementing writing workshop allows students to develop as independent writers through choice of topics, time to write, and a supportive writing community. The document provides examples of minilesson topics, components of conferences, and strategies for sharing student work.
This chapter discusses creative thinking. It defines creative thinking as an ability to imagine new ideas, an attitude of openness, and a process of refinement. The chapter outlines theories of the creative process and characteristics of creative thinking like originality and flexibility. It also discusses myths about creativity and provides strategies for enhancing creative thinking in students, such as removing blockages like fear of failure and lack of confidence. The overall aim is to understand what creative thinking is and how to improve one's creative abilities.
This document examines the extent to which the Tribal Sub Plan (TSP) has achieved its objectives of tribal empowerment in Kerala. The TSP was started in 1974-75 to help tribal income generation and employment through family businesses, infrastructure development, and empowerment programs. The study analyzes TSP implementation in Noolpuzha Gram Panchayat from 2002-2003 to 2011-2012. It finds that 97.3% of funds were spent on infrastructure, while only 0.87% went to production and 2.22% to other sectors. Most projects involved building houses, roads, and facilities. The study recommends increasing productive spending to over 30% and providing more training and support for entrepreneurship and leadership
Linking your classroom to the wider world 2014patjack67
This document discusses making connections between the classroom and the wider world. It emphasizes that teaching is about people and helping students make meaningful connections to the people around them. This helps students make connections between sound and meaning in language learning. Interacting with other people is highlighted as a key way to learn a language.
Designed to help educators understand critical components to work more efficiently when implementing Common Core. The critical components include the instructional shifts, text complexity, Standards for Mathematical Practice, Anchor Standards for Reading, and Webb's DOK.
Contact me if you can't get the voice over for this PPT show.
Lecture 13:Language development in children- Dr.Reem AlSabahAHS_student
Language development in children occurs through innate abilities and learning processes. Children progress through universal stages of language acquisition, starting with babbling and first words around 1 year of age. The years from 2-6 are a sensitive period for learning language skills like vocabulary and grammar. Reading aloud to young children supports language development and emergent literacy skills like phonological awareness that are important for learning to read.
Rmecc 2015 (strats for oral lang) part 1 taylor smith SVTaylor123
1. Language develops within the socio-cultural contexts of children's lives, including family and community.
2. Both children and adults use language differently depending on the social situation and cultural norms.
3. Being aware of how context influences language can provide insights into a child's language abilities and development across environments.
This document provides an overview of psycholinguistics, which studies the relationship between linguistic competence and performance. It discusses key topics including language acquisition theories like behaviorism, innateness, cognition, and input theory. The document outlines typical stages of language acquisition from babbling to telegraphic speech. It also covers bilingualism, second language acquisition, and how sign language is acquired similarly to spoken language.
This document provides strategies for speech language pathologists to support students with reading difficulties. It discusses the components of reading comprehension, including background knowledge, phonological awareness, decoding, fluency, and vocabulary. For each component, it identifies potential areas of difficulty for students and provides strategies SLPs can use to assess and support students. These include pre-teaching activities, modeling fluent reading, teaching spelling patterns, and incorporating vocabulary instruction across disciplines. References are also provided on effective practices for developing these reading skills in students.
1. Language is a system of symbols used to communicate ideas between individuals that must be learnable by children and understandable by adults.
2. Language has building blocks including phonemes, morphemes, phrases, sentences, and rules of syntax. It conveys meaning through semantic features, prototypes, and semantic roles.
3. Theories of language development include nativist, nurturist, and interactionist views. Children progress from babbling to first words to telegraphic speech to grammatically correct sentences according to developmental stages.
This document discusses the importance of oral language and phonological awareness for developing reading skills. It identifies six key components of teaching reading: oral language, phonological awareness, phonics, fluency, vocabulary and comprehension. For phonological awareness, it explains the hierarchy of skills from rhythm and rhyme to phoneme manipulation. It also discusses principles for teaching phonics systematically using a synthetic approach with explicit instruction of letter-sounds and blending. Developing oral language skills from an early age helps provide the foundation for learning to read.
Updated :Para professional pd reading presentationSusan Wegmann
The document provides an agenda and overview for a training on engaging reading practices for paraprofessionals. The agenda covers the fundamentals of reading over two morning sessions, including a lunch break, and an afternoon session applying the learning. The presentation discusses key areas of reading instruction including oral language, phonological awareness, phonics, fluency, vocabulary, and comprehension. Examples and strategies are provided for developing skills in each area. Research supporting explicit instruction in these components is also summarized.
This document discusses early literacy research and strategies to strengthen early literacy skills in young children. It summarizes findings that show low-income children often enter kindergarten less prepared in early literacy skills like letter recognition and phonological awareness. Research also finds that preschool classrooms often do not devote enough time to developing oral language and other literacy skills. The document recommends strategies for developing skills in oral language, print awareness, alphabet knowledge, and phonological awareness to help prepare all children for success in kindergarten.
This document outlines the key stages of language development from infancy through childhood in three parts:
1) Infancy, where babies progress from babbling to first words between 10-15 months, and two-word utterances emerge between 18-24 months. Gestures also play an important role in early communication.
2) Early childhood sees rapid vocabulary growth and syntax development, with children able to understand and use morphological rules by age two. Between ages 2-3, speech becomes more complex.
3) Middle and late childhood bring continued advances in vocabulary, grammar, reading, writing, and metalinguistic awareness - the ability to think and talk about language itself. By age 11, vocabulary reaches around 40
1. The document provides an overview of the key components of teaching children to read, including phonological awareness, phonics, vocabulary, fluency, and comprehension.
2. It emphasizes the importance of explicitly teaching sounds, symbols, and syllables to help children understand the alphabetic code.
3. Research shows that teaching children vowel patterns and structural analysis helps improve their reading fluency and comprehension compared to chance.
Early literacy plays an important role to perform better in school. As a teacher, it is our responsibility to help our children to develop effective literacy skills. In this session, we will explore effective ways to facilitate children who will learn to read and read to learn.
This document provides an overview of an English module that covers further developing reading, writing, listening, and language skills. It discusses key concepts like primary and secondary languages, the five basic areas of language skills, and stages of language development. Assessment includes an assignment worth 130 marks and a 3-hour examination with the same format as the assignment. The module will cover units on forms of language learning, theories of language development, and developing listening skills.
Identifying and supporting children with language difficultiesCandKAus
This document discusses identifying and supporting children with language difficulties. It covers the key components of language including speech, language, receptive and expressive language. It defines language disorder and delay and discusses implications such as academic, social and vocational challenges. It provides strategies for teachers such as using visual supports, multi-sensory experiences, essential knowledge and clear instructions. Recognizing language difficulties early and getting support is important for children's learning and development.
First and Second Language Aquisition TheoriesSheila Rad
LanguLanguage Acquisition Theories
Definition of Language Acquisition
Physical Structure for Speech Development
5 basic stages of Language
Developmental Sequences
How to Enrich Child's speech
Theoretical Approaches to L1 Acquisition
Theoretical Approaches to L2 Acquisition
The document summarizes research on effective reading instruction for kindergarten through 3rd grade students. It identifies 5 areas of reading instruction supported by research: phonemic awareness, phonics, fluency, vocabulary, and text comprehension. For each area, it provides key findings from studies on effective instructional strategies and how teachers can implement them in the classroom. The overall message is that teaching these reading components systematically and explicitly helps students learn to read successfully.
Lecture 5 Language Development in Infancy.pptxUneezaRajpoot
By 15 months, the average child has a vocabulary of 10 words that continues expanding rapidly. Between 16-24 months, vocabulary increases from 50 to 400 words. At around 18 months, children begin linking words together in simple sentences. Early infant sounds like cooing and babbling play an important role in language development before words emerge. A child's first words are usually single "holophrases" that represent whole thoughts. Between ages 1-2, children begin using "telegraphic speech" that leaves out unnecessary words. The document discusses theories of innate and environmental influences on early language acquisition.
Language is a complex system of communication that humans learn through both innate and environmental factors. It involves using symbols according to a set of rules. Children progress through several stages in acquiring language, starting with babbling and moving to one-word, two-word, and multi-word sentences as their vocabularies and understanding of grammar increase. Theories on language development include nativist, behaviorist, and interactionist perspectives on the roles of biological predisposition, environmental learning, and social interaction.
Language issues in elementary education in India, Bhutan and FinlandDr. Satish Kumar
This document discusses the importance of language and a child's mother tongue in their education and development. It outlines several key points:
1) Developing strong language skills in a child's mother tongue helps develop their identity and leads to better educational outcomes like understanding the curriculum. It also makes learning additional languages easier.
2) Using a child's mother tongue in education improves self-esteem, parent involvement, and academic performance. It allows skills to transfer rather than be re-learned.
3) Mastering the four language skills of reading, writing, speaking and listening in one's mother tongue is important for developing communication abilities and logical thinking. It also fosters creativity and knowledge acquisition.
Where Communication and Reading Difficulties MeetBilinguistics
Identify language foundations for reading and learn about speech and language difficulties that negatively impact reading. Also, identify speech-language intervention techniques for children with reading difficulties.
Design Thinking Asia Society Texas CenterHonor Moorman
The document provides guidance for participants in a design thinking workshop focused on designing an interactive space to foster global competence through learning about Asia. It outlines an empathize, define, ideate, and prototype process. Participants are instructed to empathize with an extreme user by writing about their hopes, fears, and challenges. They then define the user's needs before brainstorming ideas individually and collectively. Participants select one idea to develop by creating a prototype, which they then test by getting feedback from others. The overall goal is to design an experience that meets an identified user's need while achieving the workshop's objective.
This document summarizes an introduction to the International Studies Schools Network (ISSN). It covered the goals of developing global competence and college readiness through a framework of four domains of global competence. It introduced tools for school and classroom design including essential questions, performance assessments, and a Graduation Performance System for assessing student work. Participants engaged in activities to envision ISSN schools and classrooms and learned about resources on the ISSN online community.
This document outlines an agenda for a training session on February 1st for Alief ISD on introducing the International Studies Schools Network (ISSN). The morning session will provide an introduction to global competence, the ISSN beliefs and graduate profile, global learning domains, the global school design model, and performance outcomes/rubrics. The afternoon session will focus on designing a school's vision, mission, culture, student learning outcomes, and organization/governance through a needs assessment process. The goal is to equip participants with the knowledge and tools to create globally-focused schools that graduate students ready for college and career in today's world.
Participants will learn about the history and driving principles of the ISSN. After reviewing the ISSN Global School Design Model participants will learn the ISSN approach to curriculum, instruction, and assessment: the Graduate Performance System (GPS). Importantly, participants will be introduced to valuable resources designed to help transform teaching and learning while preparing students for college, career, and global citizenship.
Here are some words for "small" placed on a spectrum from largest to smallest meaning:
Tiny
Itsy bitsy
Teeny
Miniature
Compact
Petite
Diminutive
Lilliputian
Microscopic
Atom-sized
Infinitesimal
Portfolios in the ELA Classroom discusses writing portfolios and their implementation in the classroom. It defines a portfolio as a purposeful collection of student work that shows their efforts, progress, and achievements over time. Portfolios serve both as a process for student learning and reflection, as well as a product to showcase achievement. When implemented digitally, portfolios allow for enhanced archiving, linking, storytelling, collaboration, and connection. The document provides guidance for teachers on designing writing portfolios, including determining purpose, organization, reflection, presentation, and assessment.
This document provides guidance for starting the school year writing workshop. It discusses establishing classroom procedures and routines, including daily mini-lessons, writing time, and sharing. Key aspects are giving students ownership of writing through choices and feedback, and establishing a community of writers. The document emphasizes establishing a writers' notebook for students to generate and practice writing, as well as ensuring daily writing is at the center of the classroom.
This document discusses how to design effective units of study centered around essential questions and enduring understandings. It defines essential questions as open-ended, thought-provoking questions that require higher-order thinking about important ideas. Enduring understandings are the big ideas and core processes that are central to a discipline and have lasting value. The document provides guidance on identifying big ideas, crafting essential questions and enduring understandings, and using them to frame teaching and learning in a unit. Essential questions are asked throughout a unit to stimulate ongoing inquiry, while enduring understandings anchor the unit and represent the key takeaways students should have.
The document provides information about implementing literature circles in the classroom. It discusses the benefits of literature circles, including choice, collaboration, differentiation, and developing lifelong readers. It outlines how literature circles work, such as students choosing their own books in small groups, meeting regularly to discuss their reading, and using role sheets to guide discussions. The document also provides examples of literature circle roles, mini-lessons to prepare students, and ways to assess literature circles. It emphasizes the importance of modeling discussions, establishing expectations, and facilitating initial meetings before allowing students to meet independently.
This document provides an overview of a session on investigating the world with data visualization. It introduces tools like Worldmapper, infographics, and Gapminder that can be used to visually represent data. The session will include an introduction to data visualization, brainstorming ideas for how to integrate these tools into content areas, and sharing ideas and next steps. Examples of maps, infographics, and Gapminder visualizations are presented to illustrate different data visualization approaches and techniques.
The document discusses defining and developing global citizenship. It outlines Mark Gerzon's five stages of becoming a global citizen: from an egocentric Citizen 1.0 view to a geocentric Citizen 5.0 view of the world. The workshop goals are to broaden understanding of global citizenship, explore Gerzon's framework, and apply it to lesson design. Participants are guided through defining characteristics of global citizens, connecting quotes, and designing lessons addressing the four main actions - witnessing, learning, connecting, and geo-partnering - required for developing global citizenship.
Performance Assessment Shells and Globally Significant IssuesHonor Moorman
This document summarizes a presentation about using performance assessment shells and global issues overviews to maximize student learning. The presentation introduces tools to help teachers incorporate globally significant issues into their curriculum through two sets of materials: global issues overviews provide overviews of issues with task ideas and resources, while performance assessment shells provide modular frameworks and guidance for specific assessments. The presentation demonstrates how teachers can select materials to design assessments that develop students' global competence through authentic, globally significant work.
The document discusses how the Common Core State Standards can help develop students' global competence. It outlines four domains of global competence: investigating the world, recognizing perspectives, communicating ideas, and taking action. For each domain, it provides examples of how the English Language Arts and Math standards address that domain. The standards emphasize skills like research, analysis, argumentation, collaboration, and problem-solving that allow students to understand global issues and take informed action in the world. The overall goal is to prepare students for global engagement and citizenship through a globally-focused, competency-based approach integrated throughout the Common Core curriculum.
This document discusses global competence and how to develop it in students. Global competence is defined as the ability to understand and act on globally significant issues. It involves core concepts, skills, attitudes, and behaviors needed to thrive in an interconnected world. Teachers can help students develop global competence by incorporating activities that investigate the world, recognize perspectives, communicate ideas, and take action. These approaches can be integrated across subject areas.
The document discusses global competence and how to help students develop it. It defines global competence as the ability to understand and act on issues of global significance. It discusses the core concepts, skills, attitudes, and behaviors needed to thrive in an interconnected world, including investigating the world, recognizing perspectives, communicating ideas, and taking action. It provides examples of how to integrate global competence into different subject areas and offers resources for educators, including matrices and examples of project-based learning.
This document outlines an agenda for a workshop on developing global competence. It introduces key definitions of global competence from Asia Society and the US Department of Education. It examines the four domains of global competence - investigating the world, recognizing perspectives, communicating ideas, and taking action - using a video about Nepal and by reflecting on participants' own experiences. The workshop discusses applying the four domains to capstone projects and how to foster global competence in students.
Teaching Toward Global Competence FCTE July 31Honor Moorman
This document discusses the importance of developing global competence in students. It defines global competence as having the ability to understand and address issues of global significance. The document outlines four domains of global competence: investigating the world beyond one's environment, recognizing different perspectives, communicating ideas to diverse audiences, and taking action to address real-world problems. It provides examples of project-based learning approaches like SAGE that can help develop these skills and allow students more choice, authentic work, opportunities to address issues with global relevance, and present their learning to audiences. The goal is to help students develop the skills, knowledge, and mindsets needed to thrive in an increasingly interconnected world.
Deeper Learning through Global CollaborationHonor Moorman
Global Collaboration Projects can be an authentic and meaningful way to engage students in deeper learning. By working collaboratively with peers around the world, students are challenged to think critically and communicate effectively while drawing on multiple perspectives to solve complex problems and addressing real-world issues. Join us to participate in a simulation of a global collaboration project designed to help you experience and understand how they contribute to deeper learning.
This document provides an introduction to project-based global learning. It discusses how global competence can be developed through project-based learning and connecting classrooms globally. The presenters aim to provide ideas and examples of global projects and how they promote global awareness, competence, and solving real-world problems. Key aspects of global competence like investigating other perspectives and taking action are examined. Resources for global learning are shared.
Demonstration module in Odoo 17 - Odoo 17 SlidesCeline George
In Odoo, a module represents a unit of functionality that can be added to the Odoo system to extend its features or customize its behavior. Each module typically consists of various components, such as models, views, controllers, security rules, data files, and more. Lets dive into the structure of a module in Odoo 17
Dr. Nasir Mustafa CERTIFICATE OF APPRECIATION "NEUROANATOMY"Dr. Nasir Mustafa
CERTIFICATE OF APPRECIATION
"NEUROANATOMY"
DURING THE JOINT ONLINE LECTURE SERIES HELD BY
KUTAISI UNIVERSITY (GEORGIA) AND ISTANBUL GELISIM UNIVERSITY (TURKEY)
FROM JUNE 10TH TO JUNE 14TH, 2024
PRESS RELEASE - UNIVERSITY OF GHANA, JULY 16, 2024.pdfnservice241
The University of Ghana has launched a new vision and strategic plan, which will focus on transforming lives and societies through unparalleled scholarship, innovation, and result-oriented discoveries.
How To Sell Hamster Kombat Coin In Pre-marketSikandar Ali
How To Sell Hamster Kombat Coin In Pre Market
When you need to promote a cryptocurrency like Hamster Kombat Coin earlier than it officially hits the market, you want to connect to ability shoppers in locations wherein early trading occurs. Here’s how you can do it:
Make a message that explains why Hamster Kombat Coin is extremely good and why people have to spend money on it. Talk approximately its cool functions, the network in the back of it, or its destiny plans.
Search for cryptocurrency boards, social media groups (like Discord or Telegram), or special pre-market buying and selling structures wherein new crypto cash are traded. You can search for forums or companies that focus on new or lesser-acknowledged coins.
Join the Right Communities: If you are no longer already a member, be a part of those groups. Be active, share helpful statistics, and display which you recognize your stuff.
Post Your Offer: Once you experience comfortable and feature come to be a acquainted face, put up your offer to sell Hamster Kombat Coin. Be honest about how plenty you have got and the price you need.
Be short to reply to any questions capability customers may have. They may need to realize how the coin works, its destiny capability, or technical details. Make positive you have got the answers equipped.
Talk without delay with involved customers to agree on a charge and finalize the sale. Make sure both facets apprehend how the coins and money could be exchanged.
How To Sell Hamster Kombat Coin In Pre Market
Once everything is settled, move beforehand with the transaction as deliberate. You might switch the cash immediately or use a provider to assist.
Stay in Touch: After the sale, check in with the customer to ensure they were given the coins. If viable, leave feedback in the network to expose you’re truthful.
How To Sell Hamster Kombat Coin In Pre Market
When you need to promote a cryptocurrency like Hamster Kombat Coin earlier than it officially hits the market, you want to connect to ability shoppers in locations wherein early trading occurs. Here’s how you can do it:
Make a message that explains why Hamster Kombat Coin is extremely good and why people have to spend money on it. Talk approximately its cool functions, the network in the back of it, or its destiny plans.
Search for cryptocurrency boards, social media groups (like Discord or Telegram), or special pre-market buying and selling structures wherein new crypto cash are traded. You can search for forums or companies that focus on new or lesser-acknowledged coins.
Join the Right Communities: If you are no longer already a member, be a part of those groups. Be active, share helpful statistics, and display which you recognize your stuff.
Post Your Offer: Once you experience comfortable and feature come to be a acquainted face, put up your offer to sell Hamster Kombat Coin. Be honest about how plenty you have got and the price you need.
Hamster kombat free money Withdraw Easy free $500 mo
Open Source and AI - ByWater Closing Keynote Presentation.pdfJessica Zairo
ByWater Solutions, a leader in open-source library software, will discuss the future of open-source AI Models and Retrieval-Augmented Generation (RAGs). Discover how these cutting-edge technologies can transform information access and management in special libraries. Dive into the open-source world, where transparency and collaboration drive innovation, and learn how these can enhance the precision and efficiency of information retrieval.
This session will highlight practical applications and showcase how open-source solutions can empower your library's growth.
Lecture Notes Unit4 Chapter13 users , roles and privilegesMurugan146644
Description:
Welcome to the comprehensive guide on Relational Database Management System (RDBMS) concepts, tailored for final year B.Sc. Computer Science students affiliated with Alagappa University. This document covers fundamental principles and advanced topics in RDBMS, offering a structured approach to understanding databases in the context of modern computing. PDF content is prepared from the text book Learn Oracle 8I by JOSE A RAMALHO.
Key Topics Covered:
Main Topic : USERS, Roles and Privileges
In Oracle databases, users are individuals or applications that interact with the database. Each user is assigned specific roles, which are collections of privileges that define their access levels and capabilities. Privileges are permissions granted to users or roles, allowing actions like creating tables, executing procedures, or querying data. Properly managing users, roles, and privileges is essential for maintaining security and ensuring that users have appropriate access to database resources, thus supporting effective data management and integrity within the Oracle environment.
Sub-Topic :
Definition of User, User Creation Commands, Grant Command, Deleting a user, Privileges, System privileges and object privileges, Grant Object Privileges, Viewing a users, Revoke Object Privileges, Creation of Role, Granting privileges and roles to role, View the roles of a user , Deleting a role
Target Audience:
Final year B.Sc. Computer Science students at Alagappa University seeking a solid foundation in RDBMS principles for academic and practical applications.
URL for previous slides
chapter 8,9 and 10 : https://www.slideshare.net/slideshow/lecture_notes_unit4_chapter_8_9_10_rdbms-for-the-students-affiliated-by-alagappa-university/270123800
Chapter 11 Sequence: https://www.slideshare.net/slideshow/sequnces-lecture_notes_unit4_chapter11_sequence/270134792
Chapter 12 View : https://www.slideshare.net/slideshow/rdbms-lecture-notes-unit4-chapter12-view/270199683
About the Author:
Dr. S. Murugan is Associate Professor at Alagappa Government Arts College, Karaikudi. With 23 years of teaching experience in the field of Computer Science, Dr. S. Murugan has a passion for simplifying complex concepts in database management.
Disclaimer:
This document is intended for educational purposes only. The content presented here reflects the author’s understanding in the field of RDBMS as of 2024.
This is an introduction to Google Productivity Tools for office and personal use in a Your Skill Boost Masterclass by the Excellence Foundation for South Sudan on Saturday 13 and Sunday 14 July 2024. The PDF talks about various Google services like Google search, Google maps, Android OS, YouTube, and desktop applications.
Brigada Eskwela 2024 PowerPoint Update for SY 2024-2025
Oral Language
1. Oral Language:
Role in Literacy Development
• Learning language is an important part of
learning to read. (Ruddell & Ruddell)
• Oral language is the “bedrock” of all the
language arts. (Snow, Burns, & Griffin)
• “Reading is dependent upon growth of
language competence in the early years.”
(Morrow)
2. Oral Language: Connection to Reading
• Vocabulary knowledge
• Syntax knowledge
• Use of prior knowledge in comprehension
(Bakhtin theorizes that the brain stores
knowledge as language.)
3. Stages of Language Development
• Infants crying
• 2-4 months cooing
• 6 months intonation
• 8-10 months babbling
• 1 year sing words
• 18 months telegraphic speech
4. Stages of Language Development
• 1-2 holophrastic (single word) to
telegraphic (two words)
• 2-3 telegraphic to descriptive (language
play, more syntactic complexity)
• 3-4 simple to complex (dramatic growth
in syntax & vocabulary,
overgeneralization of rules)
• 4-6 toward refinement (generative
language—supply own words, use
language creatively)
5. Oral Language Development
• Not random
• Not imitation
• Chomsky (1965)
proposed a “language
acquisition device”
• Complex problem-
solving
• Learned in process of
using it
• Unique to the individual
6. Functions of Language Use
(Halliday, 1975)
• Instrumental
• Regulatory
• Interactional
• Personal
• Heuristic
• Imaginative
• Informative/Representational
8. Language-Learning Conditions at
Home vs. School
• Home: adult response twice as often,
negotiation of meaning, many child initiations
• School: teacher-dominated talk, less language
complexity (Wells, 1999)
• IRE: Initiation of topic by teacher, Response
by student, Evaluation by teacher (Cazden,
1988)
9. Rules for School by Karin, 1st
grade
• Don’t tawk!!
• Unles you rase your
hand.
• And onle if the
techer ses you can!
10. Fostering Oral Language in
Classrooms
• Physical Environment
• Psychological Environment
• Opportunities for Talk
• Group Task: Create an observational checklist
to assess the conditions for oral language
development in an early childhood, primary, or
elementary classroom.
11. Implications for English Language
Learners
• BICS vs. CALPS
– BICS: basic interpersonal language proficiency
skills (2-3 years)
– CALPS: cognitive academic language proficiency
skills (5-7 years)
• “comprehensible input”
• “total physical response”
• “funds of knowledge”
12. Phonological Awareness
• Definition: the ability to manipulate larger
units of sound, such as words and syllables,
onsets and rimes
• Hearing/recognizing rhyming patterns
• Producing rhymes
• Segmenting separate words in sentences
• Segmenting syllables in words
• Blending syllables in words
13. Phonemic Awareness
• Definition: understanding that speech is composed of
a series of individual sounds; the ability to manipulate
the individual sounds (phonemes) within words
• Matching sounds
• Isolating sounds (initial, final, medial)
• Deleting sounds (initial, final)
• Substituting sounds
• Blending onset and rime to form words
• Stretching/segmenting words to hear individual
sounds
• Blending individual sounds to form words
14. Research Base for Phonemic
Awareness
• Children who cannot hear individual sounds within words
have difficulty learning to read.
• Phonemic awareness is a predictor of later reading
achievement.
• Phonemic awareness positively affects spelling achievement.
• Research supports direct/explicit instruction in phonemic
awareness.
• Literacy activities contribute to the development of phonemic
awareness.
• Phonemic awareness instruction is particularly effective when
accompanied by use of letters of the alphabet.
15. Methods for Helping Students Develop
Phonemic Awareness
• Language play
• Literature
• Direct instruction
• Interactive writing
• Role Play with a Partner: Parent and Teacher
“What is phonemic awareness?”
16. Alphabetic Principle
• Words are composed of sounds (phonemic
awareness)
• Sounds can be represented by letters (phonics)
• Phonemic awareness is the means by which
we make use of the alphabetic principle to
decode letters and encode sounds (read and
write).
18. The Importance of Recognizing
Sight Words
• Effortless way for early readers to read words
before phonics instruction
• Recognition of some words in isolation assists
young readers in learning other word
identification strategies.
• Automatic recall of words leads to more word
recognition.
• Some high-frequency words in English are not
decodable.
19. The Importance of Recognizing
Sight Words
• Automatic word recognition contributes to
improved comprehension.
• A reader needs instant recognition of about
95% of words in any given text to read the text
independently.
• Reading in which a student cannot
automatically recognize many words is
laborious; in such cases, the student may never
develop a desire to read.
• Automatic visual recognition of whole words
is critical to fluency.
20. Balanced Literacy Approach
Phonics:
• Explicit, direct
instruction
• Systematic instruction
in the code
Whole Language:
• Authentic reading and
writing
• Daily opportunities to
read and write
21. Three Cueing Systems (Marie Clay)
• Graphophonic (visual): Does it look right?
• Syntactic (structure): Does it sound right?
• Semantic (meaning): Does it make sense?
He bocked the piffle with a tig daft.
• What did he bock?
• What did he use to bock?
• What kind of daft was it?
22. Six Cueing Systems (Rumelhart, 1976)
Surface Structures:
• Graphophonic
• Lexical
• Syntactic
Deep Structures:
• Semantic
• Schematic
• Pragmatic
23. Fluency and Comprehension
• Strong correlation between the two
• Fluency is the bridge between word identification and
comprehension
• One theory: comprehension is the outcome of fluency
• Another theory: making meaning while reading
results in fluency
• Chicken and egg situation: fluency promotes
comprehension; comprehension promotes fluency
24. Fluency is a multi-dimensional
construct (Rasinski, 2003)
• Rate
• Accuracy
• Phrasing
• Prosody (pitch, pauses, stress, intonation)
“Fluency is the ability to read accurately and
effortlessly with appropriate expression and
meaning.” ~Timothy Rasinski
25. • “Woman without her man is nothing.”
• “The teacher said the principal is the best in
the distinct.”
• “Tom borrowed my lawnmower.”