Stages of Writing Development
•Download as PPT, PDF•
15 likes•40,597 views
The document outlines the typical stages of writing development in children, starting from preliterate drawing and scribbling, progressing to using letter-like forms and random letters, then transitional writing using invented spelling, and finally conventional spelling as fluency is achieved.
Report
Share
Report
Share
More Related Content
What's hot
How to teach grammar
This document discusses different approaches to teaching grammar, including deductive and inductive approaches. It emphasizes that the primary learning experience comes from students practicing language themselves, rather than just listening to explanations. Effective grammar teaching balances presentation with practice activities like drills, exercises, elicited dialogues, and games to allow restricted and authentic output. Clarification can involve short teacher explanations, guided discovery through questioning, or self-directed discovery.
Emergent Literacy
This presentation discuss a child's knowledge of reading and writing skills before he/she learns how formally read and write words, as a period of emergent literacy starts at birth and continues through the preschool years and also discuss the involvement of parents and teacher in early literacy.
Oral Language
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.
How to teach grammar- Dr. Ghobadirad
The document discusses different approaches to teaching grammar, including the deductive and inductive approaches. It emphasizes striking a balance between accuracy and fluency when teaching grammar. Key recommendations include:
- Starting with explicit instruction on grammar rules and providing examples, followed by structured communicative practice and feedback.
- Sequencing grammar points and recycling topics over time rather than following a rigid sequence.
- Involving learners in meaningful practice of forms through tasks and focusing on accuracy through feedback.
- Presenting grammar in the context of communicative interaction to facilitate transfer of learning.
Approaches to teach reading
The document discusses three main approaches to teaching reading:
1. The Language Experience Approach (LEA) uses students' own words and experiences to create reading material. It helps develop language skills.
2. The Phonics Approach teaches the relationship between letters and sounds. It helps students recognize familiar words and decode new words.
3. The Sight Word Approach teaches high frequency words that are recognized instantly without sounding out. It provides a base for beginning reading.
Each approach has different activities to practice skills like matching pictures, word/letter hunts, blending sounds, and integrating language skills through poems. Videos and songs can also be used in phonics instruction.
Writing Skill
Writing is an important language skill that allows us to communicate ideas to others from a distance. There are many sub-skills involved in effective writing, including mechanics, word choice, organization, syntax, grammar, content, and understanding the purpose. The main types of writing are expository, descriptive, persuasive, and narrative writing. Good handwriting is important and develops other language abilities. It promotes readability and leaves a good impression. Composition involves writing exercises of varying lengths and types to practice organizing and expressing ideas through writing.
Teaching spelling
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.
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.
Three Reading Models
Theories in reading instruction
TOP-DOWN READING MODEL
Emphasizes what the reader brings to the text
Says reading is driven by meaning
Proceeds from whole to part
Views from some researchers
1. Frank Smith – Reading is not decoding written language to spoken language
2. reading is a matter of bringing meaning to print
FEATURES OF TOP-DOWN APPROACH
Readers can comprehend a selection even though they do not recognize each word.
Readers should use meaning and grammatical cues to identify unrecognized words.
Reading for meaning is the primary objective of reading, rather than mastery of letters, letters/sound relationships and words.
FEATURES OF TOP-DOWN APPROACH
Reading requires the use of meaning activities than the mastery of series of word- recognition skills.
The primary focus of instruction should be the reading of sentences, paragraphs, and whole selections
The most important aspect about reading is the amount and kind of information gained through reading.
BOTTOM UP
Emphasizes a single direction
Emphasizes the written or printed texts
Part to whole model
Reading is driven by a process that results in meaning
PROPONENTS OF THE BOTTOM UP
Flesch 1955
Gough 1985
FEATURES OF BOTTOM-UP
Believes the reader needs to:
Identify letter features
Link these features to recognize letters
Combine letter to recognize spelling patterns
Link spelling patterns to recognize words
Proceed to sentence, paragraph, and text- level processing
INTERACTIVE READING MODEL
It recognizes the interaction of bottom-up and top-down processes simultaneously throughout the reading process.
Reading as an active process that depends on reader characteristics, the text, and the reading situation (Rumelhart, 1985)
Attempts to combine the valid insights of bottom-up and top-down models.
PROPONENTS OF THE INTERACTIVE READING MODEL
Rumelhart, D. 1985
Barr, Sadow, and Blachowicz 1990
Ruddell and Speaker 1985
Teaching Writing to EFL students
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.
Teaching writing
The document outlines three stages of writing instruction: controlled, guided, and free writing. Controlled writing focuses on mechanics through activities like handwriting, copying, and dictation. Guided writing provides more support through structured compositions. Free writing allows the most freedom and originality but still within rules of writing. The stages progress from more teacher-led to more student-led while building writing skills.
The importance of vocabulary
Language is the most efficient source of communication and the English language tops the list. But many seem to face hurdles in the learning of English. This presentation is intended to encourage teachers to learn and teach English.
Teaching reading
This document provides an overview of teaching reading and its key components: phonological awareness, phonics, fluency, vocabulary, and comprehension. It describes various instructional approaches like basal reading, literature-based reading, whole language, and phonics. It also discusses specific strategies for teaching each reading component, such as phonemic awareness activities, teaching the alphabetic principle, and comprehension strategies. Finally, it mentions additional reading methods, software programs, drill/practice activities, and principles for designing an effective reading program.
Teaching writing fv
The document discusses the history and approaches to teaching writing. It covers:
1) The evolution of writing pedagogy from an emphasis on accuracy and form in the 1950s-60s to a focus on meaning, fluency, and authentic contexts in the 1970s-80s.
2) Common approaches to student writing including process-based writing, focusing on the writing habit, and product-based writing.
3) Tips for teachers to help students overcome challenges like lack of ideas or confidence, including engaging tasks and cooperative activities.
4) The role of the teacher in demonstrating writing forms, providing resources and feedback, and connecting reading to writing.
SPED420ch8PP
The document discusses components of evidence-based reading instruction including phonological awareness training, phonics instruction, fluency instruction, vocabulary instruction, and comprehension instruction. It describes key instructional strategies and approaches for teaching reading to students at different grade levels, including those with reading disabilities. The document also reviews core developmental reading approaches, remedial reading programs, instructional methods, and guidelines for designing effective reading programs.
Stages of Reading Development
The document summarizes 5 stages of reading development from early childhood through adulthood. Stage 1 (grades 1-2) focuses on decoding letters and associating them with sounds. Stage 2 (grades 2-3) focuses on consolidating decoding skills and reading for fluency. Stage 3 (grades 4-8) requires using prior knowledge to understand new concepts. Stage 4 (high school) includes considering multiple viewpoints. Stage 5 (college and beyond) uses reading to synthesize one's own knowledge with others'.
Fluency Presentation
The document discusses reading fluency, which involves reading quickly, accurately, and with expression. It is important for comprehension. The document recommends guided repeated reading with feedback to develop fluency. Teachers should assess fluency regularly to monitor progress and determine if students need additional support or can move to more advanced texts. Adaptations may help students with special needs.
Methods of-language-teaching
The document outlines 10 major methods of language teaching: grammar-translation, direct approach, reading approach, audiolingual method, community language learning, suggestopedia, the silent way, total physical response, the natural way, and communicative language teaching. Each method is summarized with its key principles, such as the use of the native language, focus on grammar rules vs. communication, and sequencing of skills like listening, speaking, reading and writing.
Oral language
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.
The whole-language-approach (1)
The whole language approach emerged in the 1970s as a method of teaching children to read. It focuses on learning language as a whole through real communication, reading, and writing for pleasure. In this approach, reading is acquired through trial and error rather than direct instruction, and children are encouraged to guess words from context clues and use invented spelling. Teachers act as facilitators rather than transmitters of knowledge, focusing on students' needs, experiences, and interests to collaboratively create meaning.
What's hot (20)
Viewers also liked
The Development Of Writing
The document discusses the development of writing systems from early pictographs and ideograms to modern alphabets. It traces the evolution of some of the earliest writing found in Mesopotamia in the 4th millennium BC in the form of pictographs on clay tablets. Over time, these early symbols became standardized into proto-writing systems and eventually into the logographic cuneiform script used by Sumerians and Akkadians. The document also examines other ancient writing systems including Egyptian hieroglyphs and the Phoenician alphabet, considered the first fully developed syllabic system.
Development of writing
Writing began with clay tokens representing items of value. Early pictograms resembled the objects they depicted but simplified over time into wedge-shaped symbols conveying sounds or concepts. People wrote cuneiform on clay tablets using reed styli, initially vertically but later horizontally. Tablets were divided into sections and read from top to bottom then left to right, describing land transactions. Clay tablets could be reused by scraping or hardened by baking. Proper handwriting was important for legibility, and students practiced writing and vocabulary in tablet houses. The deciphering of cuneiform began in 1835 when an officer found trilingual inscriptions and spent 16 years translating 200 Babylonian symbols.
“Journal writing primary”
Pía Barth completed her teaching practicum with 6th grade students. In her last lesson, she focused on environmental issues using the CLIL and Communicative Approaches. Students engaged in various activities like a box game and making promises to care for the Earth. While timing of some activities was imperfect, Pía established a good rapport with students and found engaging materials. She aims to improve her language skills and find new ways to present vocabulary through reviewing her didactics materials.
Writing for children and YA/teenagers
For the benefit of those who came to my talk on writing for children and teenagers at York Festival of Writing, 2014. It will not make much sense if you weren't there, though you may find some useful tips at the end.
Emergent Reader and Emergent Writer
Emergent readers and writers go through several stages of literacy development according to researchers. For emergent readers, the earliest stage involves concepts of print like directionality and the relationship between spoken and written words. Emergent writers progress from scribbling to making letter-like forms and invented spelling. Researchers identify 5 stages that both emergent readers and writers pass through as they develop literacy skills and become fluent, independent readers and writers.
Emergent Reader and Writer
The document describes the five stages of literacy development:
1) Emergent readers (ages 2-7) begin to understand concepts of print and make connections between words and meanings.
2) Early readers (ages 5-7) rely more on text than pictures and develop word recognition strategies and sight words.
3) Transitional readers (ages 5-7) can read phrases fluently and use multiple reading cues with little disruption to meaning.
4) Self-extending readers (ages 6-9) progress to independent reading of various genres to gain knowledge.
5) Advanced readers (over age 9) become proficient comprehenders who enjoy reading for information and pleasure using interpretive strategies.
Creative writing structure
This document provides a template for structuring creative writing assignments in primary school. It presents a narrative structure with eight stages: Introduction, Hook, Challenge, Low Point, Comeback, Ah-Ha Moment, Test, and Victory. For each writing prompt, students can fill in the details for each stage to create a story. The template is meant to help primary school students overcome anxiety around open-ended writing assignments by providing a clear structure to follow.
Creative Writing Powerpoint
Another Lewington production, this time it's my 'Creative Writing' powerpoint for you to enjoy and share.
Teaching Creative Writing
Teachers can develop students' creative writing skills through various strategies and techniques. These include warm-up activities like having students create something from clay to get them thinking imaginatively. The writing process involves prewriting, drafting, revising and reflecting. Creativity can be fostered by choosing interesting topics, rewarding creative efforts, and creating a supportive environment. Specific strategies covered are fast writes, thematic trees, multidimensional writing from different perspectives, brainstorming and mind mapping, story transformations, and employing techniques like character empathy and wish fulfillment.
Viewers also liked (9)
Similar to Stages of Writing Development
Writting Research
People write for various reasons such as for work, pleasure, or to process emotions. Writing begins with representing language symbols and has evolved through various systems including ideography, syllabary, alphabetic, and featural scripts. The development of writing in children progresses through stages from preliterate scribbling and drawing to using letters, letter strings, invented spelling, and eventually conventional spelling as fluency increases.
Writting Research
People write for various reasons such as for work, hobby, to express feelings, or tell a story. Writing systems broadly fall into four categories - ideography, syllabary, alphabet, and featural. The alphabet originated from the Phoenician alphabet and there are dozens in use today with Latin being most common. Early writing developed in ancient Egypt and most Asian scripts descended from the Brahmi script of India. Children's writing develops through stages from scribbling to using conventional spelling.
Lettering
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.
Writing for broadcast
The document provides tips for writing scripts for broadcast media. It recommends writing as you would speak to make the writing sound natural and like a real person. Some key tips include using simple sentences with one idea each, putting attributions before quotes, avoiding passive voice and hypothetical questions, and spelling out foreign words to avoid stumbling during reading. The overall goal is to communicate with listeners in a conversational style.
Emergent readers
Describe an emergent reader and emergent writer
Different views about reading
Factors which determine the development of emergent reader and emergent writer
Typography, A Presentation
The document discusses various typography concepts including:
1) Font style can communicate a message and evoke different moods, while selecting the wrong font can negatively impact a design.
2) Typography enhances design when combining images and letters, and can be used to create patterns as the main design feature.
3) Changing font direction, size, and style (e.g. bold, italic) improves legibility and ensures the message is communicated visually.
LETTERING STYLES.pptx
A PowerPoint presentation about lettering styles/typeface: the two major families, and the essentials of good lettering.
Writing emails and letters
This document provides guidelines for writing emails and letters both informally and formally. For informal emails, it recommends starting with a greeting like "Hi" and ending with something casual like "Talk to you soon." Formal emails should use the same greetings and closings as formal letters, which typically start with "Dear Mr./Ms. Last Name" and end with "Sincerely" followed by the full name. The document outlines appropriate language and structure for both informal letters to friends and formal letters such as for business.
PUC II year state board: English grammar
Here are the verbs to fill in the blanks:
1. Your friends waited for you for over an hour.
2. It is not worth paying so much money for this concert.
3. When I reached the station, the train had left.
4. I visited the Taj Mahal last month.
5. The criminal confessed.
Clase grabada formal writing 1
This document provides guidelines for writing formal letters, including the correct format, style, and content. It recommends addressing the letter to a specific person if possible, using "Dear Mr./Mrs./Ms. [Last Name]" or a title if known. The letter should have a bold subject line below the greeting, be concise yet relevant, free of errors, and polite even in complaints. Formal language without contractions or slang should be used. The letter ends with "Yours sincerely" if the name is used or "Yours faithfully" otherwise, followed by a signature and printed name. Relevant examples of polite phrases for different purposes are also provided.
letteringstyles-220829234204-cc22a8bf.pptx
This document discusses lettering styles and typography. It defines lettering as a set of characters of the same design including letters, numbers, and symbols. There are two major families of lettering: serif and sans serif. Serif letters have extensions at the end while sans serif do not. Five basic lettering styles are also described: italic, script, roman, gothic, and block. Typography is the arrangement of lettering to make written language legible and appealing. Essentials of good typography include legibility through proper spacing of letters and lines, as well as appropriate color choice.
Emergent Linguists
The document discusses characteristics of emergent readers and writers as well as instruction for emergent readers. It describes how emergent readers progress from lacking directionality and print awareness to recognizing environmental print. Emergent writers progress from scribbles to approximated writing without spaces between words. Instruction for emergent readers focuses on developing phonemic awareness, concepts of print, fluency, and comprehension through activities involving rhyming, alliteration, retelling stories, and alphabet knowledge.
mechanics of academic writing
This document discusses the mechanics of academic writing. It defines academic writing as writing used to express serious thoughts for research, assignments, or other educational writing, which uses complex, error-free sentences. In contrast, non-academic writing is simpler writing used for conversations that may contain errors or unclear sentences. The document also outlines the writing process, which typically involves multiple drafts and refinement, and discusses conventions like spelling, capitalization, punctuation, quotations, italics and citing sources. Maintaining these mechanics is important for clarity and readability in academic writing.
Informal letter Lect.pptx
Informal letters are written to close friends and family in a casual tone. They do not require a specific format but generally include the writer's address, date, a greeting, introduction, body, conclusion inviting a response, and closing. The language used can be colloquial and emotional depending on the recipient. Informal letters are for personal communication between acquaintances.
11959189.ppt
Typography is the study of type including letter shape, size, and spacing. It plays an important role in how an audience perceives information. Typography helps create relationships between information through organization and use of fonts. Key principles of typographic design include legibility, contrast, hierarchy, and consistency to focus audience attention and distinguish different information levels. Fonts refer to specific typeface designs that come in families with variants like bold or italic. Common typefaces include serif, sans serif, slab serif, and decorative or script fonts. Spacing choices involve proportional or monospace fonts as well as tracking, kerning, leading, and indentation conventions.
Types of Reading - 読み物の種類
There are different styles of reading, including nonfiction such as newspapers, magazines, and academic works, as well as fiction and poetry. Nonfiction uses a straightforward style to report facts, while fiction focuses on entertaining readers through creative writing without strict structure. Poetry uses rhythmic language to convey imagery and emotion. The document encourages readers to explore various genres without worrying about rules and instead focus on enjoying the content.
Academic writing
This document provides advice on various aspects of academic writing such as general advice, planning and organizing, reading and researching, using sources, specific types of writing, style and editing, and the English language. Some key points covered include proving an argument with examples and citations, organizing an essay to present an argument clearly, revising extensively, asking questions to determine essay structure, properly citing sources to avoid plagiarism, and using grammar structures like articles, verb agreement, and punctuation correctly. The document offers guidance on writing effectively for academic purposes.
Development of writing skills in hearing impaired
This document discusses different methods for developing writing skills in hearing impaired children, including copying, guided writing, and independent writing. It emphasizes the importance of systematic training and developing prerequisite skills like observation, motor skills, and language development. For copying, it recommends imitation games and tracing activities. Guided writing involves providing clues and instructions to write about experiences. Independent writing requires thinking, reasoning, and relating to experiences. Common errors hearing impaired children make include simplifying sentences and omitting words like prepositions.
Letter writting
This document provides information on letter writing, including the importance, mechanics, parts, and types of letters. It discusses that a letter is a written communication directed to a person or organization. Letter writing remains an essential skill for things like job applications and complaints. The document outlines the key parts of a letter, including the heading, salutation, subject, body, closing, and signature. It also describes the differences between formal letters, which are for professional contexts, and informal letters, which are for personal contexts like friends and family. Formal letters have a more serious tone while informal letters are friendly.
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.
Similar to Stages of Writing Development (20)
More from Honor Moorman
Design Thinking Asia Society Texas Center
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.
Alief ISSN Feb 1 slides
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.
Alief ISSN Feb 1 handouts
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.
ISSN 101 Summer 2017
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.
Writing workshop: Writing instruction that WORKS
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.
Revving up writing instruction
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
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.
Uvalde writing workshop day 6
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.
Unit Design: Big Ideas EQs & EUs
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.
Uvalde literature circles
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.
Data visualization issn 2015
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.
Global citizen educator issn 2015
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 Issues
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.
HSBC perspectives adverts
This document does not contain any substantive information to summarize. It appears to be a title or header with no accompanying text.
Common core and global education
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.
GEC-NYC Intro to Global Ed
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.
SOTF2013
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.
Developing Global Competence
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 31
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 Collaboration
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.
More from Honor Moorman (20)
Performance Assessment Shells and Globally Significant Issues
Performance Assessment Shells and Globally Significant Issues
Recently uploaded
How to Configure Time Off Types in Odoo 17
Now we can take look into how to configure time off types in odoo 17 through this slide. Time-off types are used to grant or request different types of leave. Only then the authorities will have a clear view or a clear understanding of what kind of leave the employee is taking.
The Value of Time ~ A Story to Ponder On (Eng. & Chi.).pptx
A PowerPoint presentation on the importance of time management based on a meaningful story to ponder on. The texts are in English and Chinese.
For the Video (texts in English and Chinese) with audio narration and explanation in English, please check out the Link:
https://www.youtube.com/watch?v=lUtjLnxEBKo
The membership Module in the Odoo 17 ERP
Some business organizations give membership to their customers to ensure the long term relationship with those customers. If the customer is a member of the business then they get special offers and other benefits. The membership module in odoo 17 is helpful to manage everything related to the membership of multiple customers.
Satta Matka Dpboss Kalyan Matka Results Kalyan Chart
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.
Credit limit improvement system in odoo 17
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 Store Data on the Odoo 17 Website
Here we are going to discuss how to store data in Odoo 17 Website.
It includes defining a model with few fields in it. Add demo data into the model using data directory. Also using a controller, pass the values into the template while rendering it and display the values in the website.
How to Install Theme in the Odoo 17 ERP
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.
SYBCOM SEM III UNIT 1 INTRODUCTION TO ADVERTISING
Integrated Marketing Communications (IMC)- Concept, Features, Elements, Role of advertising in IMC
Advertising: Concept, Features, Evolution of Advertising, Active Participants, Benefits of advertising to Business firms and consumers.
Classification of advertising: Geographic, Media, Target audience and Functions.
Conducting exciting academic research in Computer Science
Talk at FSE2024 New Faculty Symposium on Conducting Exciting Research
Capitol Doctoral Presentation -June 2024v2.pptx
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.
How to Add Colour Kanban Records in Odoo 17 Notebook
In Odoo 17, you can enhance the visual appearance of your Kanban view by adding color-coded records using the Notebook feature. This allows you to categorize and distinguish between different types of records based on specific criteria. By adding colors, you can quickly identify and prioritize tasks or items, improving organization and efficiency within your workflow.
Webinar Innovative assessments for SOcial Emotional Skills
Presentations by Adriano Linzarini and Daniel Catarino da Silva of the OECD Rethinking Assessment of Social and Emotional Skills project from the OECD webinar "Innovations in measuring social and emotional skills and what AI will bring next" on 5 July 2024
Understanding and Interpreting Teachers’ TPACK for Teaching Multimodalities i...
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.
Recently uploaded (20)
The Value of Time ~ A Story to Ponder On (Eng. & Chi.).pptx
The Value of Time ~ A Story to Ponder On (Eng. & Chi.).pptx
Satta Matka Dpboss Kalyan Matka Results Kalyan Chart
Satta Matka Dpboss Kalyan Matka Results Kalyan Chart
NLC English 7 Consolidation Lesson plan for teacher
NLC English 7 Consolidation Lesson plan for teacher
Conducting exciting academic research in Computer Science
Conducting exciting academic research in Computer Science
How to Add Colour Kanban Records in Odoo 17 Notebook
How to Add Colour Kanban Records in Odoo 17 Notebook
Webinar Innovative assessments for SOcial Emotional Skills
Webinar Innovative assessments for SOcial Emotional Skills
Understanding and Interpreting Teachers’ TPACK for Teaching Multimodalities i...
Understanding and Interpreting Teachers’ TPACK for Teaching Multimodalities i...
Righteous among Nations - eTwinning e-book (1).pdf
Righteous among Nations - eTwinning e-book (1).pdf
Stages of Writing Development
- 1. Stages of Writing Development Preliterate: Drawing Preliterate: Scribbling Early Emergent: Letter-like forms Emergent: Random-letters or letter strings Transitional: Writing via invented spelling Fluency: Conventional spelling
- 2. Preliterate: Drawing • uses drawing to stand for writing • believes that drawings / writing is communication of a purposeful message • read their drawings as if there were writing on them
- 4. Preliterate: Scribbling • scribbles but intends it as writing • scribbling resembles writing • holds and uses pencil like an adult
- 6. Early Emergent: Letter-like forms • shapes in writing actually resemble letters • shapes are not actually letters • look like poorly formed letters, but are unique creations
- 8. Emergent: Random-letters or letter strings • uses letter sequences perhaps learned from his/her name • may write the same letters in many ways • long strings of letters in random order
- 10. Transitional: Writing via invented spelling • creates own spelling when conventional spelling is not known • one letter may represent an entire syllable • words may overlay • may not use proper spacing • as writing matures, more words are spelled conventionally • as writing matures, perhaps only one or two letters invented or omitted
- 12. Fluency: Conventional spelling • usually resembles adult writing