Importance of handwriting (1)
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Here I gave emphasis on practicing good handwriting for the junior classes as well as for the adults those who really tries to overcome their nightmare on writing. I hope everyone will be benefited with this
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Today due to development in advanced science and technology we are into a flight jet growth in everything that we do. As result the skill of writing slowly dying.
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Today due to development in advanced science and technology we are into a flight jet growth in everything that we do. As result the skill of writing slowly dying.
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The document discusses that teaching is an art that requires objectives, planning, and correction. As an art, teaching requires asking questions of oneself regarding the target area and means of instruction. The document makes an appeal to teachers to thoughtfully plan classes and provide students with feedback to improve their writing skills. It provides references to additional resources on teaching writing.
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Writing can be classified into different types and modes according to its purpose and form. The types discussed are extensive writing, where the writer is given a subject to write about, and intensive writing, where the focus is on a specific point.
The writing process involves several steps: prewriting to explore the topic, drafting a rough version, revising to improve content and structure, editing for grammar and mechanics, and publishing the final work. Developing writing skills is important for school and career success.
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The document provides guidance for teachers on improving students' writing skills. It defines writing, discusses the importance of writing for teaching and learning, and outlines different types of writing. The document recommends strategies for teachers such as teaching students how to hold a pen, encouraging scribbling and drawing at early stages, providing daily writing practice, and displaying good student writing examples. Teachers are advised to focus on grammar, proofreading, and sharing student work for feedback to help improve their writing abilities.Reading skills
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This document discusses the phonological processing abilities necessary for reading and spelling in an alphabetic language like English. It identifies three key phonological processing abilities: phonological awareness, phonological memory, and rapid naming. Deficits in these abilities can cause reading disabilities. Phonological awareness involves recognizing and manipulating sounds and is the most instructionally responsive. Tests are recommended to assess students' phonics skills, blending ability, and underlying phonological processing to address weaknesses.
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The document discusses spelling development and instruction. It outlines 5 developmental stages of spelling that children progress through from ages 2-14. These stages involve developing understandings of phonics, sight words, morphemes, and etymology. Effective instruction should match students' developmental levels and utilize strategies like word sorts and games. Spelling is best taught indirectly through reading and writing rather than isolated weekly tests. A multi-faceted approach is needed to account for individual student needs.
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- Rumelhart's (1977) and Stanovich's (1980) models view reading as both a perceptual and cognitive process that depends on the reader's purpose, knowledge, and interaction with the text.
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The document discusses improving classroom dynamics and interaction. It recommends that the teacher create a trusting environment where communication among all members is encouraged. Mistakes should be seen as part of the learning process. Interactive activities should be integrated to develop competencies used in the first language. Cooperation between students in pairs and groups can help students learn from each other. The teacher should give students an important role by including them in decisions about goals, content and activities. Suggestions from students should be accepted and rules negotiated to establish ownership. A variety of techniques, activities and materials are needed to maintain interest and avoid boredom.
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1) Studying methods provides teachers with an understanding of how the field has evolved over time and exposes them to practices they can adapt or implement.
2) Experience using different methods gives teachers basic skills and allows them to reflect on their own assumptions and beliefs.
3) Comparing methods offers alternatives to how teachers were previously taught, so they can choose approaches aligned with their own views rather than what was imposed on them.
4) Understanding methods is part of building teaching knowledge and joining the community of language teaching practitioners. It expands a teacher's toolbox to address diverse learner needs.
Word recognition
Word recognition refers to the ability to identify, read, and understand the meaning of words. It is a foundational reading skill that involves recognizing printed symbols and associating meaning with words. There are several strategies for developing word recognition skills, including using word families, phonics analysis, looking at word structure, and considering context clues. Mastering word recognition is important for struggling readers as it allows them to focus on comprehension rather than decoding individual words.
Oral reading
The document discusses oral reading and techniques for improving reading skills. It defines oral reading as a method to help poor readers improve word identification and self-correction. Areas to be tested in oral reading include pronunciation, grammar, vocabulary, and fluency. The document also discusses intensive and extensive reading, with intensive reading focusing on content area and extensive reading being more recreational. Other topics covered are reading purpose, previewing techniques, and the SQ4R method for reading comprehension.
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This document discusses the decline of handwriting due to increased use of computers and smartphones. It notes that 1 in 6 adults hasn't written anything by hand in 6 months. While digital text can be easily erased, handwriting lasts for years with proper care. Several studies have also shown that handwriting helps with cognitive development in children and memory retention in people. The document encourages the reader to continue using handwriting as a beautiful art form and means of self-expression.
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The document provides guidance for teachers on improving students' writing skills. It defines writing, discusses the importance of writing for teaching and learning, and outlines different types of writing. The document recommends strategies for teachers such as teaching students how to hold a pen, encouraging scribbling and drawing at early stages, providing daily writing practice, and displaying good student writing examples. Teachers are advised to focus on grammar, proofreading, and sharing student work for feedback to help improve their writing abilities.Reading skills
This document discusses reading skills and effective reading. It emphasizes that reading is an important way to improve English proficiency and gain confidence. It provides tips for becoming an effective reader, such as reading everyday, using a dictionary, and noting new words. The document also discusses qualities of good readers, such as concentration and maintaining proper posture. It notes that reading speed can vary depending on the purpose and difficulty of the text. Sub-skills of reading include comprehending meaning and locating main ideas and details. Bad reading habits like improper posture and unnecessary movements are also addressed.
Developmental Stages Of Writing
There are 8 developmental stages of writing that children progress through: 1) scribbling, 2) letter-like symbols, 3) strings of letters, 4) beginning sounds emerge, 5) consonants represent words, 6) initial, medial and final sounds, 7) transitional phrases, and 8) standard spelling. Each stage builds on the previous as children's understanding of letters, sounds, and spelling conventions develop. They progress from random scribbles to writing most words correctly with standard spelling.
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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.
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This document discusses the phonological processing abilities necessary for reading and spelling in an alphabetic language like English. It identifies three key phonological processing abilities: phonological awareness, phonological memory, and rapid naming. Deficits in these abilities can cause reading disabilities. Phonological awareness involves recognizing and manipulating sounds and is the most instructionally responsive. Tests are recommended to assess students' phonics skills, blending ability, and underlying phonological processing to address weaknesses.
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The document discusses spelling development and instruction. It outlines 5 developmental stages of spelling that children progress through from ages 2-14. These stages involve developing understandings of phonics, sight words, morphemes, and etymology. Effective instruction should match students' developmental levels and utilize strategies like word sorts and games. Spelling is best taught indirectly through reading and writing rather than isolated weekly tests. A multi-faceted approach is needed to account for individual student needs.
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This document discusses oral language and its importance. It defines oral language as having 5 key components: phonology, syntax, morphology, pragmatics, and vocabulary. Developing strong oral language skills is the foundation for literacy and academic success as it allows children to become better readers, communicators, and improves their confidence and well-being. The document also notes that oral language impacts all areas of a child's life and that reduced oral language competence can lead to mental health issues. Finally, it mentions that there are principles for creating a high-quality language environment at home but does not list them.
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This document summarizes several models of the reading process:
- The bottom-up model emphasizes decoding text in a linear fashion. The top-down model prioritizes meaning over structure and uses background knowledge. The interactive model combines bottom-up and top-down processes.
- Rumelhart's (1977) and Stanovich's (1980) models view reading as both a perceptual and cognitive process that depends on the reader's purpose, knowledge, and interaction with the text.
- Anderson and Pearson's (1983) schema-theoretic view focuses on how background knowledge stored in memory influences text comprehension.
Top down process
The top-down model of reading focuses on the reader's background knowledge and ability to make predictions about a text based on that knowledge. Readers use their existing knowledge to guide comprehension, relying on the text only to confirm or modify their predictions. It is a concept-driven approach where readers look at the overall meaning first before analyzing individual words or sentences. Exercises that activate readers' background knowledge, like pre-reading activities, help increase understanding by giving context and familiarizing readers with the topic before reading.
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The document discusses improving classroom dynamics and interaction. It recommends that the teacher create a trusting environment where communication among all members is encouraged. Mistakes should be seen as part of the learning process. Interactive activities should be integrated to develop competencies used in the first language. Cooperation between students in pairs and groups can help students learn from each other. The teacher should give students an important role by including them in decisions about goals, content and activities. Suggestions from students should be accepted and rules negotiated to establish ownership. A variety of techniques, activities and materials are needed to maintain interest and avoid boredom.
Dysgraphia
Dysgraphia is a neurological disorder that impairs written expression. It is characterized by illegible writing, difficulty with letter formation and sizing, and problems keeping letters on a line. Students with dysgraphia have trouble transferring visual information to fine motor skills required for writing. Accommodations include specialized pencil grips, handwriting programs, assistive technology like speech-to-text software, and extra time to complete written assignments. Effective interventions focus on both correcting handwriting through explicit instruction and bypassing writing through the use of computers.
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Language teaching methods are important to study for several reasons:
1) Studying methods provides teachers with an understanding of how the field has evolved over time and exposes them to practices they can adapt or implement.
2) Experience using different methods gives teachers basic skills and allows them to reflect on their own assumptions and beliefs.
3) Comparing methods offers alternatives to how teachers were previously taught, so they can choose approaches aligned with their own views rather than what was imposed on them.
4) Understanding methods is part of building teaching knowledge and joining the community of language teaching practitioners. It expands a teacher's toolbox to address diverse learner needs.
Word recognition
Word recognition refers to the ability to identify, read, and understand the meaning of words. It is a foundational reading skill that involves recognizing printed symbols and associating meaning with words. There are several strategies for developing word recognition skills, including using word families, phonics analysis, looking at word structure, and considering context clues. Mastering word recognition is important for struggling readers as it allows them to focus on comprehension rather than decoding individual words.
Oral reading
The document discusses oral reading and techniques for improving reading skills. It defines oral reading as a method to help poor readers improve word identification and self-correction. Areas to be tested in oral reading include pronunciation, grammar, vocabulary, and fluency. The document also discusses intensive and extensive reading, with intensive reading focusing on content area and extensive reading being more recreational. Other topics covered are reading purpose, previewing techniques, and the SQ4R method for reading comprehension.
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Foundations for reading and writing from Language Development and Communication (LDC) domain in NC Foundations for Early Learning and Development
Early Writing
This document provides guidelines for early writing instruction. It emphasizes using meaningful contexts to teach writing mechanics like handwriting and spelling. It recommends using students' oral compositions to give insights into writing and keeping the benefits of writing clearly in mind. Teachers should read to students and discuss genres to serve as models. Developing natural curiosity and thinking skills is also important. The document outlines proper handwriting formation, slant, size, alignment and spacing. It suggests using worksheets and fun, non-mechanical copying activities to practice handwriting.
Reading and writing macroskills
This document provides guidance for teachers on developing students' reading and writing skills in English. It discusses reading and writing as receptive and productive macroskills and emphasizes the importance of meaning. Several activities are suggested to help students connect sounds and letters, recognize words and phrases, develop reading independence, and enjoy the writing process. The document stresses linking reading and writing to students' existing knowledge and creating purposeful opportunities for communication.
Reading and writing macroskills
This document provides guidance for teachers on developing students' reading and writing skills in English. It discusses reading and writing as receptive and productive macroskills and emphasizes the importance of meaning. Several activities are suggested to help students connect sounds and letters, recognize words and phrases, develop reading independence, and enjoy the writing process. The document stresses linking reading and writing with speaking and listening, allowing student choice and creativity, and praising all student efforts to build confidence.
An overview of visual, auditory, and kinesthetic learners
This document provides an overview of the three main learning styles: visual, auditory, and kinesthetic. It defines each style and lists their key characteristics. For visual learners, it notes they prefer using images and seeing information written down. Auditory learners learn through listening and speaking. Kinesthetic learners learn best through physical activities and movement. The document concludes by emphasizing the importance of teachers using diverse strategies to engage different learning styles.
Games for the esl classroom
The document provides suggestions for teaching the alphabet to adult ESL learners. It recommends using flashcards with both uppercase and lowercase letters. Letters should be introduced a few at a time and placed in words immediately. Learners should copy letters multiple times and be asked to spell words. Suggested activities include matching letters, alphabet games like concentration and fish, alphabet bingo, and connecting letters in order. The overall goal is to help learners become familiar with letter shapes and sounds through repetition in a low-stress environment.
Writer's Workshop - Archdiocese, 8.14
This document provides guidance for setting up and running a writer's workshop. It recommends starting with oral storytelling to build confidence before writing. The workshop structure involves a short mini-lesson, status of the class check-in, individual writing time with teacher conferences, and then sharing. Preparing materials, choosing mini-lesson topics, and conferencing techniques are also discussed. The goal is to make writing engaging and help students improve through practice and feedback.
FUNDATIONS HOME SUPPORT SLIDES Grade Kinder and First Grade.pdf
This document provides information about the Fundations literacy program for parents of students in kindergarten and first grade. It explains that Fundations teaches foundational reading, writing, and language skills using multisensory techniques. For kindergarten, the purpose is to learn letter sounds and formations, read CVC words, and retell stories. For first grade, the focus is on word structures, reading and spelling more advanced words, and applying punctuation and capitalization rules. It outlines resources available to support home learning, such as tapping, scooping, and marking up words, as well as trick word lists and how to access online materials.
How Children Grow as Writers
Children progress through several stages of writing development from scribbles to full sentences and paragraphs. In the early stages, children are exposed to print through environmental materials and learn the mechanics of writing. As they develop orthographic knowledge, they progress from random scribbles to controlled scribbling, mock letters, letter writing, and invented spelling. Throughout elementary school, children's writing expands to include more complex sentences, paragraphs, narratives, and genres as they learn grammar, spelling, and the writing process. By middle school, students are expected to write multi-paragraph compositions and refine their skills.
Literacy in the Early Years
Learn more about literacy learning in the Early Years at the British International School of Boston, and discover what parents can do to support literacy learning at home.
Board basics
Blackboard learning has evolved over time from simple chalkboards to incorporate new technologies like projectors, whiteboards, and online learning platforms. While technologies have changed, blackboard learning remains an effective visual teaching tool, especially for visual learners. New online platforms like Blackboard supplement traditional teaching methods by allowing remote and continued learning through virtual classrooms, discussions, and supplemental materials. Rather than replacing blackboard learning, technological advances have enhanced it to improve learning experiences.
Effective Speaking
- First Part: Despite its importance, teaching speaking has long been undervalued, often taught through repetition of drills or memorization of dialogues.
- Second Part: To effectively teach speaking, teachers should create a classroom environment with real-life communication, authentic activities, and meaningful tasks. Some activities that promote speaking are discussions, role-plays, simulations, interviews, and storytelling.
- Third Part: When teaching speaking, teachers should provide maximum opportunities for student speaking practice and reduce their own speaking time, while giving positive feedback and not overly correcting pronunciation mistakes. A variety of in-class and out-of-class speaking activities can help improve students' skills.
Sandpaperletters
This document provides instructions for introducing sandpaper letters to children based on Montessori principles. It discusses how sandpaper letters integrate touch and movement to help children learn letter formations and sounds in an engaging way. The presentation involves sensitizing children's fingertips, having them trace 3 different letters' textures and say their sounds, and using a 3-period lesson to reinforce learning. Record keeping tracks each child's progress with letters. The goal is for children to link sounds and movements to help prepare their hands and minds for writing.
Week of january24
This document provides an overview of an English 9 course for the week of January 24-27. It includes the instructors teaching the course, Common Core standards being covered, daily schedules and lesson plans. The lessons will focus on analyzing literature using textual evidence, determining meanings of words, comprehending text complexity, and understanding figurative language. Classroom expectations and procedures are also outlined. Students will be introduced to literary terms and expected to actively participate in discussions.
My Mandarin Jotter
This project involved 163 primary students learning Mandarin Chinese through interactive activities like writing characters in jotters and decorating them with paper folding. The goals were to improve students' language skills, promote creativity, and inspire interest in Chinese culture. Teachers reported that the visual lessons kept students engaged and motivated. Students said they enjoyed making things and learning songs. The jotters helped review vocabulary over time outside of the weekly Mandarin lessons. Stimulating visual learning through colorful paper folding and 3D models was an effective way for students to learn Chinese characters and culture.
Fine motor foundations for handwriting success
OT Workshop for pre-K and K teachers. Importance of fine motor skills development and pencil grasp in order to facilitate handwriting success in young children.
Teaching Writing To very Young Learners.pptx
Abstract:
We love our children’s holding pencils, pens and making their first drawings. They start making their first drawing lines, circles, zigzags, before they write, so they feel happy about their first drawing and how they are amazed to express themselves before event joining schools.
Young learners once at school quickly learn that success at school is measured by how well you can read and write, not by how good your drawings are.
Writing is combination of process and product , the process refers to gathering ideas and thoughts and working on them to be readable for the reads .
However, learners who draw their first graphics before they tackle writing tasks produce better writing. It is likely this is because the act of drawing concentrates the mind on the topic at hand, and provides an avenue for rehearsal before writing.
Many questions are raised to reach such goal:
Why is writing important for young learners ?
What are the initiation steps to teach spelling and writing ?
How to make very young learners write fluently ?
All these questions I will be very pleased to tackle them with you in my conference meeting and see how to help young learners teachers benefit from this presentation to help their learners once in class .
Methodology :
Workshop objective: By the end of this presentation and workshop, the audience will be able to importance of writing for your learners and how to proceed in that.
Workshop format : The workshop is a variety of tasks , where the audience will be invited to work in pair , groups in a room with round tables for interaction and theatre or classroom style while being invited to power point presentation
Diversity :
Well 1h is not enough for such important topic , but I will try to manage that by allocating not more than the required timing for each task in order to cover all the topic
I will try to proceed as follows :
Set Ground Rules
Before I start the workshop, I have to establish ground rules to make the environment in which everyone feels comfortable ( phones in silent mode, respect each others while interacting, help each others while working in round table made class……
Use Ice Breakers to Build Bridges
For example, when the speakers introduces himself he may invite , everyone to share their feeling taking part in ELT conference(s).
How to Wrap Up
By the end of the workshop, the attendees are invited to share what they have learned. I have to make them complete an evaluation paper, so I can gauge what worked best about the workshop and what improvements need to be made
Thank you
Mr Samir Bounab ( Teacher trainer)
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Importance of handwriting (1)
- 2. Importance of Handwriting •Handwriting is an essential skill for both children and adults •Encouraging early writing skills at home •Let your child use writing tools such as pencils, chalk, and crayons. Gather and organize these materials, along with some paper, in a box that your child can decorate and have access to. •Teach your child to print her first name. This is very empowering for a preschooler
- 3. Purpose • To make teacher/ students aware of the basic principles of teaching handwriting and give appropriate techniques for teaching individual letters and joining letters • To teach each child to write legibly, fluently, without strain, and with sufficient speed for all practical purposes. • To provide opportunities to use handwriting skills as an integral part of the writing process
- 4. Why do we use verbal pathways • It helps students to say aloud the directions for “making” a letter • It gives the teacher and student a language to talk • Through the letter and its features.
- 5. Teaching Sequence • Hand and finger strength • Physical preparation • Tracing • Patterns • It is not necessary to introduce letters in alphabetical order
- 6. Techniques 1. Seating and posture • Chair and table should be at a comfortable height • Encourage children to sit up straight and not slouch • Left handed pupils should sit on the left of their partners
- 7. 2. Pencil grip • Children should write with a sharp pencil. • Make small movements of the finger joints. • Hold the pencil firmly enough to control it but not so tightly as to restrict movement. Techniques
- 8. 3. Letters • Letters with similar shapes are taught together. (e.g. between 'n' and 'h') • Vowels are introduced near the beginning Techniques
- 9. 4. Writing 'on the line‘ • Drawing lines on the blackboard. • Draw four lines • Show which letters go above and which go below Techniques
- 10. Suggestions • Teach the students to write their own name first. It will encourage them to learn more. • Provide opportunities for students to develop fine motor skills using materials such as puzzles, strings, beads, or play dough • provide opportunities for students to play with the alphabet. Provide alphabet cards, books, magnetic letters, felt letters, rubber letters, etc. • Provide models for students to follow. Letter strips on the corner of students’ desks can be helpful • and are much easier to refer to than letters posted on a wall across the room.