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
The document discusses reading and methods for teaching reading. It defines reading as a complex cognitive process of decoding symbols to derive meaning. It notes several purposes of reading, including language acquisition, communication, learning, and pleasure. It outlines objectives of teaching reading such as developing proper attitudes, fluency, comprehension, and pleasure in reading. The document also discusses various methods for teaching reading, including alphabetic, syllabic, word, phrase, sentence, and story methods. It distinguishes between oral reading, silent reading, intensive reading, extensive reading, and supplementary reading. It emphasizes the importance of teaching reading to fully educate children.
The document discusses common issues with pencil grasp and writing posture in children such as writing with an open hand, straight fingers, poor posture, gripping the pencil too hard or too close/far from the tip, and not properly placing the paper. It recommends guiding children at an early age on properly holding a pencil and focusing on good seating postures to develop intelligence and good handwriting.
Teachers should focus on improving students' reading skills as it is important for developing other language abilities. There are three stages for teaching reading: pre-reading, while-reading, and post-reading. Each stage has specific strategies to prepare students, aid comprehension during reading, and check understanding after reading. Some examples include making predictions, using context clues, and summarizing. Following this structured approach can help students learn to independently comprehend and analyze texts.
This document provides an overview of writing skills and strategies for improving writing. It discusses the writing process, editing, finding the best place to write, importance of writing, types of writing, common errors, and strategies to improve student writing. The presentation covers topics such as planning, drafting, revising writing, practicing writing regularly, proofreading, and developing basic grammar skills. It also discusses scribbling, drawing, and dictation as strategies to help students improve their writing abilities.
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.
This document discusses how stories can be used to teach language skills to children. It provides examples of how teachers can incorporate stories, such as through picture books, puppets, drawings, and tapes. Children enjoy hearing the same story multiple times and can then retell, act out, or write scripts based on the stories. The document also discusses using gestures and physical movement to reinforce storytelling. The Total Physical Response method teaches through commands, modeling, and gradually reducing dependence on the teacher. Grammar can then be taught through telling stories from different perspectives.
Reading to children is important as it helps develop key skills across four areas of development. It enhances reading, listening, and language skills while strengthening the bond between parent and child. Regular reading also improves thinking abilities like word recognition, use of context clues, and predicting what may happen next in a story. It supports social and emotional growth by encouraging interaction with others and participation in group activities. Choosing books with illustrations and language that facilitate understanding and evoke emotions further aids children's development.
Reading is a process that involves recognizing words and developing comprehension through negotiating meaning between text and reader. There are different types of reading including skimming, scanning, intensive reading, and extensive reading. Skimming involves quickly reading to get the general idea, while scanning specifically searches for a word or fact. Intensive reading involves close reading with learning aims, while extensive reading is for enjoyment to develop skills without focusing on unknown words. Improving reading requires making time, choosing appropriate books, asking questions, improving fluency, slowing down, reading various texts, and rereading.
I am sorry to bother you, I know how you are busy. I have attached the developing student reading skills presentation and proposal updated. Please let me know if you have any comments..
This document provides tips and tricks to improve English skills, including the four main language skills of listening, speaking, reading, and writing. It discusses how to improve each skill, such as listening to audio books and news, speaking with friends in English, reading stories and newspapers, and writing diaries and essays. The document emphasizes practicing regularly, not being afraid to make mistakes, using new vocabulary words, and most importantly, enjoying the learning process.
The document discusses effective study skills and strategies. It defines study as learning new information and applying it to develop skills. Study skills help improve learning ability by enhancing reading and organizing overwhelming information. Good study habits include time management, self-discipline, concentration, organization, and researching information. Effective studying also requires selecting a study method and elements that work for the individual, such as their learning style. The document outlines several specific strategies for effective study, such as SQ3R, note-taking, questioning, and using tools like flashcards and the KWL chart. It emphasizes selecting an environment and approach conducive to focus and learning.
This document discusses reading skills and strategies for teaching reading. It outlines four language skills - listening, speaking, writing, and reading. It describes the nature of reading and what effective readers do, such as having a clear purpose and guessing meanings from context clues. It discusses principles of reading and different methods of reading like skimming and scanning. It also outlines activities that can be used before, during, and after reading like predicting, information transfer, and gap filling exercises. The conclusion emphasizes that reading instruction should focus on developing students' skills and strategies through an interactive process involving pre, during, and post reading activities.
This document discusses various techniques for teaching English, including group work, role play, storytelling, dramatization, and language games. It provides details on how each technique can be implemented and their benefits. Group work engages students intellectually and emotionally, exposes them to language, and develops independence. Role play helps practice communication skills. Storytelling promotes listening comprehension and engagement. Dramatization provides opportunities for speaking practice and builds vocabulary. Language games help practice language skills while preventing boredom.
This document discusses reading fluency and strategies to improve it. It defines fluency as reading with speed, accuracy and proper expression. The essentials of fluent reading are accuracy, modeling expressive oral reading, repeated reading of authentic texts, assisted reading, focusing on phrased reading and creating synergistic routines. Strategies mentioned include repeated reading, reading support, leveled texts, silent reading and monitoring progress through timed reading. The history of reading fluency instruction is also summarized from the 1800s to present. Tips for developing fluency in emergent, beginning and fluent readers as well as ELL students are provided. Recommended instructional techniques include choral reading, partner reading, repeated reading, echo reading and
Taking effective notes, managing study time and environment, and using study methods like acronyms, flashcards, and study groups are key to studying more effectively. The document provides guidance on the three stages of note taking, establishing a dedicated study place, and specific study techniques including using acronymic sentences, pegwords, loci mapping, and the ASPIRE system to optimize learning. Forming an effective study group requires selecting motivated classmates, setting goals and agendas, and ensuring all members contribute while maintaining a positive environment.
The document discusses the four main language skills - listening, speaking, reading, and writing. It describes how these skills are interrelated and develops in progression. It then provides details on each individual skill, including concepts, situations where they are used, micro-skills involved, and methods to evaluate each skill. The key points made are that listening is the most basic skill, speaking is the most important for communication, and that the four skills are interdependent and reinforce each other when learned.
This document provides tips for improving reading skills, including using different reading styles like scanning, skimming, and detailed reading depending on your purpose. It recommends active reading techniques like underlining, note-taking, asking questions, and summarizing what you read. Finally, it suggests expanding your vocabulary by looking up unfamiliar words and reading widely.
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.
Good handwriting conveys strength, spirit and confidence. It should be written with a comfortable pen in a straight manner with consistent spacing between words. Straight handwriting that is well-spaced indicates living in the present and having an organized life and work according to plan.
Handwriting analysis has been used for over 100 years to reveal aspects of one's personality, emotions, strengths, and weaknesses. It can be used in business for hiring, counseling, and therapy. While it does not reveal aspects like age, gender, or religion, handwriting is believed to be a window into one's mind, showing their personality and giving clues about their potential. Grapho therapy uses handwriting analysis as a form of therapy to positively change one's personality and life by changing their handwriting style.
This document discusses the rise of new drug addictions, particularly "bath salts" which contain synthetic stimulants like mephedrone and MDPV. It provides context on historical psychoactive substances. It describes the medical effects and risks of bath salts, issues surrounding their diagnosis and treatment, and the implications for public health. It also discusses the perception of other drugs like cocaine, MDMA, and prescription opioids over time. The summary calls for more effective treatment for addiction while recognizing societal factors that enable new dangerous substances to proliferate.
This short document promotes creating presentations using Haiku Deck, a tool for making slideshows. It encourages the reader to get started making their own Haiku Deck presentation and sharing it on SlideShare. In a single sentence, it pitches the idea of using Haiku Deck to easily design presentations.
A pitch presentation made for a national client starting their first International pre-school, based on the Regio Emilia approach. The concept is new in India, and it required convincing the client how we understood the principle
This document provides an overview of key elements in engineering drawing, including lines, lettering, guidelines, and spacing. It discusses different types of lines like visible, hidden, center, and break lines. It explains single stroke lettering techniques in detail, including stroking order and groups. Guidelines for height, placement, and conventions for lettering are also covered. Uniformity in lettering style, size, and spacing is emphasized.
Case Study on Lucas TVS- A Journey towards Manufacturing ExcellenceKetan Mokal, CSSGB
Lucas-TVS was a joint venture between Lucas Industries UK and TVS India established in 1961 to manufacture automotive electrical systems. It faced challenges in the 1980s from increasing competition and needed to improve quality, costs and delivery. It underwent a transformation between 1985-1995 which included changing to a product layout, implementing quality systems like ISO 9001, and empowering employees. Further changes from 1995-1998 involved just-in-time production, single piece flow cells, and quicker changeovers. These changes helped Lucas-TVS improve productivity, quality and the ability to respond quickly to customers. The case study outlines the challenges Lucas-TVS overcame through extensive changes to processes, systems and employee involvement.
The document provides information on basic life support (BLS) including definitions, the adult chain of survival, call or CPR first considerations, signs requiring CPR, approaching a victim, and high quality CPR techniques. It discusses refining the recognition of cardiac arrest and initiation of CPR or calling emergency services. Emphasis is placed on minimizing interruptions during chest compressions and avoiding excessive ventilation.
Principle in teaching writing (Penmanship)Jimmica Demiar
This document outlines principles for teaching writing and handwriting to children. It recommends that teachers understand students' reasons for writing, provide many opportunities and meaningful feedback for writing practice, and clarify how writing will be evaluated. Children are said to write better when they have ownership over their writing, prior knowledge of topics, instruction in self-evaluation and revision, focused writing tasks, and opportunities for small group work and self-selection of topics. Main stages of handwriting instruction include teaching grip, letter shapes, ligatures, and increasing speed while maintaining quality. The document provides additional tips and warns against instructional errors like unsupervised practice, lack of immediate feedback, emphasis on rote practice over discrimination, poor models, and failure to differentiate quality
The document is an alphabet book that provides an example for each letter of the alphabet. For each letter it gives an object, animal, or word starting with that letter and provides a short rhyming phrase describing it. Some examples include: A is for acorn and describes acorns falling from trees for squirrels to eat. F is for fish and describes fish usually being found in lakes but sometimes ending up on a dish. Y is for yo-yo and mentions some people performing with yo-yos as their job. The alphabet book exposes young readers to new vocabulary through simple rhyming verses paired with each letter.
The document discusses different styles of lettering including serif, sans serif, gothic, calligraphy, block, and graffiti. It provides details on characteristics of each style such as serif letters having tails and sans serif using only straight lines. Guidelines are also discussed as an aid to creating uniform lettering with consistent height, style, and size. The guidelines include cap, waist, base, and drop lines to accommodate both uppercase and lowercase letters.
This document provides information about supporting children's literacy and numeracy development. It discusses the importance of speech and language in developing literacy skills. It outlines the typical progression of reading and writing skills in children from mark making to recognizing letters and words. It also discusses different theoretical approaches to teaching reading such as phonics, whole language, and balanced literacy. For numeracy, it addresses the importance of early mathematical experiences and acquiring number sense and mathematical vocabulary. It recommends supporting skills through play-based learning activities linked to children's lives. The document emphasizes working with parents and using a multimodal approach to develop both literacy and numeracy.
The document discusses teaching writing and the six-trait writing model. It introduces the six traits of writing - ideas, organization, voice, word choice, sentence fluency, and conventions. It provides guidelines for teaching writing, including using samples, agreeing on assessment criteria, and using interesting writing prompts. It also includes writing checklists and sample writing prompts.
1) Lucas-TVS was India's largest automotive components manufacturer and marketing group, with a turnover of over Rs. 8600 crore from 25 manufacturing companies.
2) In the 1980s, the company began a journey towards manufacturing excellence by forming a task force to study how to improve production methods at its Padi plant in Chennai.
3) The task force recommended transitioning from a process-based layout to a product-based layout to improve productivity, quality and reduce costs. It took five years to fully implement the layout changes while keeping production running continuously on weekends.
IE Presentation on the Benefits of Readingdevaratth
Reading provides numerous cognitive, social, and personal benefits. It develops mental capacity and vocabulary, allowing deeper understanding of various cultures. Reading improves concentration and self-esteem. Personal development comes from identifying with characters and learning from true stories. Professionally, reading aids growth and helps leaders develop others. Overall, reading is a tool for learning, self-discovery, and assisting others.
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.
This document summarizes a seminar on digital signatures. It defines a digital signature as an encrypted hash value of a message that is unique to the document and verifies the identity of the owner. Digital signatures provide authenticity, integrity, and non-repudiation for electronic documents. The technology uses public and private key pairs, with the private key used to generate signatures and the public key used to verify signatures. Some challenges of digital signatures include the cost of certification authorities and ensuring private keys remain secure, but they enable secure e-commerce, e-governance and other applications.
This document provides strategies for effective reading of non-fiction texts. It recommends preparing for reading by previewing the text, activating prior knowledge on the topic, writing questions, and setting an appropriate reading speed. The document then describes different reading speeds: first gear for slow, thoughtful reading; second gear for relaxed reading; third gear for skimming; and fourth gear for scanning. It emphasizes using strategies like visualizing and predicting while reading to aid comprehension.
This presentation is about methodes of teaching english to young learners provided with detailed description and activities and general background of Writing as a process.
This document provides instructions for a learning task using play dough to teach letter sounds to preschool children ages 4.5 to 6.5 years old. Students will make letters out of play dough, feel them to identify the sound, and match pictures that begin with that sound. The task aims to develop letter recognition and writing skills through a tactile, hands-on activity aligned with constructivist learning theory.
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.
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.
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 learnersmwinfield1
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.
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.
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.pdfOrsiFo
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.
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.
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.
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.
- 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.
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.
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.
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.
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.
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)
Credit limit improvement system in odoo 17Celine George
In Odoo 17, confirmed and uninvoiced sales orders are now factored into a partner's total receivables. As a result, the credit limit warning system now considers this updated calculation, leading to more accurate and effective credit management.
How to Show Sample Data in Tree and Kanban View in Odoo 17Celine George
In Odoo 17, sample data serves as a valuable resource for users seeking to familiarize themselves with the functionalities and capabilities of the software prior to integrating their own information. In this slide we are going to discuss about how to show sample data to a tree view and a kanban view.
How to Install Theme in the Odoo 17 ERPCeline George
With Odoo, we can select from a wide selection of attractive themes. Many excellent ones are free to use, while some require payment. Putting an Odoo theme in the Odoo module directory on our server, downloading the theme, and then installing it is a simple process.
Delegation Inheritance in Odoo 17 and Its Use CasesCeline George
There are 3 types of inheritance in odoo Classical, Extension, and Delegation. Delegation inheritance is used to sink other models to our custom model. And there is no change in the views. This slide will discuss delegation inheritance and its use cases in odoo 17.
Join educators from the US and worldwide at this year’s conference, themed “Strategies for Proficiency & Acquisition,” to learn from top experts in world language teaching.
The Jewish Trinity : Sabbath,Shekinah and Sanctuary 4.pdfJackieSparrow3
we may assume that God created the cosmos to be his great temple, in which he rested after his creative work. Nevertheless, his special revelatory presence did not fill the entire earth yet, since it was his intention that his human vice-regent, whom he installed in the garden sanctuary, would extend worldwide the boundaries of that sanctuary and of God’s presence. Adam, of course, disobeyed this mandate, so that humanity no longer enjoyed God’s presence in the little localized garden. Consequently, the entire earth became infected with sin and idolatry in a way it had not been previously before the fall, while yet in its still imperfect newly created state. Therefore, the various expressions about God being unable to inhabit earthly structures are best understood, at least in part, by realizing that the old order and sanctuary have been tainted with sin and must be cleansed and recreated before God’s Shekinah presence, formerly limited to heaven and the holy of holies, can dwell universally throughout creation
Understanding and Interpreting Teachers’ TPACK for Teaching Multimodalities i...Neny Isharyanti
Presented as a plenary session in iTELL 2024 in Salatiga on 4 July 2024.
The plenary focuses on understanding and intepreting relevant TPACK competence for teachers to be adept in teaching multimodality in the digital age. It juxtaposes the results of research on multimodality with its contextual implementation in the teaching of English subject in the Indonesian Emancipated Curriculum.
Beyond the Advance Presentation for By the Book 9John Rodzvilla
In June 2020, L.L. McKinney, a Black author of young adult novels, began the #publishingpaidme hashtag to create a discussion on how the publishing industry treats Black authors: “what they’re paid. What the marketing is. How the books are treated. How one Black book not reaching its parameters casts a shadow on all Black books and all Black authors, and that’s not the same for our white counterparts.” (Grady 2020) McKinney’s call resulted in an online discussion across 65,000 tweets between authors of all races and the creation of a Google spreadsheet that collected information on over 2,000 titles.
While the conversation was originally meant to discuss the ethical value of book publishing, it became an economic assessment by authors of how publishers treated authors of color and women authors without a full analysis of the data collected. This paper would present the data collected from relevant tweets and the Google database to show not only the range of advances among participating authors split out by their race, gender, sexual orientation and the genre of their work, but also the publishers’ treatment of their titles in terms of deal announcements and pre-pub attention in industry publications. The paper is based on a multi-year project of cleaning and evaluating the collected data to assess what it reveals about the habits and strategies of American publishers in acquiring and promoting titles from a diverse group of authors across the literary, non-fiction, children’s, mystery, romance, and SFF genres.
Satta Matka Dpboss Kalyan Matka Results Kalyan ChartMohit Tripathi
SATTA MATKA DPBOSS KALYAN MATKA RESULTS KALYAN CHART KALYAN MATKA MATKA RESULT KALYAN MATKA TIPS SATTA MATKA MATKA COM MATKA PANA JODI TODAY BATTA SATKA MATKA PATTI JODI NUMBER MATKA RESULTS MATKA CHART MATKA JODI SATTA COM INDIA SATTA MATKA MATKA TIPS MATKA WAPKA ALL MATKA RESULT LIVE ONLINE MATKA RESULT KALYAN MATKA RESULT DPBOSS MATKA 143 MAIN MATKA KALYAN MATKA RESULTS KALYAN CHART
Kalyan Matka Kalyan Result Satta Matka Result Satta Matka Kalyan Satta Matka Kalyan Open Today Satta Matka Kalyan
Kalyan today kalyan trick kalyan trick today kalyan chart kalyan today free game kalyan today fix jodi kalyan today matka kalyan today open Kalyan jodi kalyan jodi trick today kalyan jodi trick kalyan jodi ajj ka.
Slide Presentation from a Doctoral Virtual Open House presented on June 30, 2024 by staff and faculty of Capitol Technology University
Covers degrees offered, program details, tuition, financial aid and the application process.
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.