Sentences with phrase «reading teacher described»

Not exact matches

Teachers were asked to read case studies that each described a fictional male student.

On December 26 an English teacher named Munwan was buying fish on the ferry dock of his town on the east coast of Sri Lanka when he noticed the ocean suddenly rise — just what an American magazine he had read described water doing before a tsunami strikes.

Describe the appearance of the A Project of The Internet TESL Journal If this is your first time here, then read the Teacher's Guide to Using These Pages If you can think of a good

In the book, Becoming One Community: Reading & Writing with English Language Learners, teachers Kathleen Fay and Suzanne Whaley describe ways classroom teachers can meet the needs of students learning English, and help them practice their skills in all subject areas.

Included within this teacher PPT are 27 starters to revise high frequency vocabulary, grammar and essential exam topics ⁃ 2 false friend activities ⁃ Opposites match up ⁃ Gap fill - nouns in German ⁃ Dominoes - adjectives ⁃ Match up - negative expressions ⁃ Categorisation of irregular verbs in 6 tenses ⁃ Unscramble letters - reflexive verbs ⁃ Reading comprehension - leisure ⁃ Gap fill - possessive pronouns ⁃ Writing - house and home ⁃ Writing - free time ⁃ Categorisation - adjectives to describe personality ⁃ Town or countryside - arguments for and against ⁃ Ideal town conditional writing frame ⁃ Sentence match - directions ⁃ Reading comprehension - school timetable ⁃ Crossword - higher numbers ⁃ Writing / speaking - common questions with numbers ⁃ Writing - times ⁃ Word search - time phrases ⁃ Match up - question words ⁃ Word unscramble - restaurant vocabulary ⁃ Common questions ⁃ Opinion adjectives - fill in the missing vowels ⁃ Opinions - past, present or future?

Dreeben and Barr describe as «technological» the ways in which teachers form groups and then instruct them; not technological in the sense of using computers or electronic media but in the sense of applying craft knowledge in the pursuit of an occupational end, in this case, the goal of organizing a classroom full of first graders so that they can be taught how to read.

Several years ago, I read a book by educator Ron Clark called The End of Molasses Classes: Getting Our Kids Unstuck — 101 Extraordinary Solutions for Parents and Teachers, in which he describes an event that involves having students practicing social skills in a competition called The Amazing Shake.

- A starter activity for each lesson on the first slide + learning objective + challenge activities throughout the power - point - Vocabulary games and worksheets with challenge activities - A lesson on teachers and comparatives to build up the vocabulary range of your students - Some fun mini-whiteboard games on opinions (speaking activity)- explanation under the slide - A role - play activity on school subjects and teachers - Sentence building activity on comparatives (see worksheet)- A lesson on friendship and adjectives to describe your friends - A written activity and competition game with mini-whiteboard on friendship - A worksheet to accompany each power - point - A revision worksheet to practise the vocabulary and grammar points seen in the unit - Reading and grammar end of unit test LESSON 3 is FREE here so you can check the standard of my resources: https://www.tes.com/teaching-resource/-free-allez-1-unit-2-3-l-cole-tu-aimes-editable-11250892 I hope you will enjoy my resources and if you have a question on a particular slide or activity, please do not hesitate to contact me or leave me a message.

She describes it as a supportive environment in which teachers don't ask students to read in front of their peers when they know the kids are not great readers yet.

A VTS paper describes what happens when teachers stop telling stories about art that children are not developmentally ready for, and students start «reading» art that they have the capacity to understand: «Over time, students grow from casual, random, idiosyncratic viewers to thorough, probing reflective interpreters.

Reading in the Wild, written with teacher Susan Kelley, describes how to instill «wild» reading habits in stReading in the Wild, written with teacher Susan Kelley, describes how to instill «wild» reading habits in streading habits in students.

While The Book Whisperer revealed the secrets of getting students to love reading, Reading in the Wild, written with reading teacher Susan Kelley, describes how to truly instill lifelong «wild» reading habits in our streading, Reading in the Wild, written with reading teacher Susan Kelley, describes how to truly instill lifelong «wild» reading habits in our stReading in the Wild, written with reading teacher Susan Kelley, describes how to truly instill lifelong «wild» reading habits in our streading teacher Susan Kelley, describes how to truly instill lifelong «wild» reading habits in our streading habits in our students.

This detailed and high quality unit includes: * 21 lesson plans (with 13 differentiation strategies) * 77 slide PowerPoint presentation (divided into lessons) * All resources and worksheets (7 sheets) * Homework project (7 tasks) that includes both reading and writing skills * End - of - unit reading / writing exam * End - of - unit exam mark scheme (suitable for KS3 Levels 4 - 7, with GCSE 1 - 9 conversion) Unit's lessons include: * Contexts match - up * Exploring working class vs. middle class stereotypes * Shared reading and discussion of the whole play * Creating theatre publicity posters * In - depth analysis of key scnes (Act 1 Scene 1; Act 2 Scene 1; Act 2 Scene 5) * Writing to describe - script to prose * Features of writing to inform and explain * AfL - improving a sample application letter * Role play - creating and performing an extra scene for the play * Spelling tests on key vocabulary (differentiated by writing level) * SPaG starter activities * Crosswords * Huge 60 - question revision quiz * End - of - unit reading exam (GCSE English Language / Literature style) * End - of - unit writing exam (GCSE English Language style) * Teacher / peer / self assessment opportunities

The teachers decided to read the words aloud, as described by Lillian:

The paper describes a Professor of Reading's teachers experience and learning from playing digital games and describes some of the learning principles good games incorporate.

As teacher educators in the field of literacy, we prepare pre-service teachers to teach reading and writing through daily engagement in the complex analyses just described.

In what may be one of the most comprehensive, balanced, clear - eyed descriptions of the educational revolution we are currently slashing through, Allan Collins» and Richard Halverson's Rethinking Education in the Age of Technology (Teachers College Press 2009), based on the authors» history of education reform course they taught together at Northwestern, describes better than almost any book I've read what the new world of education — as opposed to schooling — may look like in the future.

The term «guided reading» is sometimes used to describe any time a teacher and / or group of children meet to read a story or part of a text, or consider their responses to a book.

The findings show that the external information the teacher candidates received through the selected readings and demos, as well as the carefully structured synchronized observations, helped greatly in enhancing their understanding of VS. Because teacher candidates have limited cognitive skills to help them make sense of their experiences (as described by Hudson, Bergin, & Chayst, 1993), it was necessary to structure the information gathering process so the teacher candidates could be carefully guided in their learning.

Articles in this issue will describe strategies teachers use to support students who struggle with reading, to find relevant academic texts, and to incorporate writing activities to enhance learning.

``... The unexamined believe that test scores describe some form of reality about learning is creating a national crisis,» reads «Cognitive Capital: Investing in Teacher Quality,» a book by Arthur Costa, Robert Garmston and Diane Zimmerman.

Pollock describes three techniques she's helped teachers put in place to boost student engagement through seeking feedback (including from peers and from themselves): (1) Goal accounting templates that students fill out at the start of class; (2) an interactive notebook in which students process their questions and thoughts about material the teacher presents as they take notes; and (3) a teacher scoring roster that gives teachers a quick read of how well each student knows the content.

Equally accessible to the parent as the teacher, and written by a recent pioneer in the field, Gifted 101 dispels common myths about giftedness, challenges the view that eminence is the true signifier of giftedness, provides support for the twice exceptional, offers specific guidelines to parents and teachers, describes comprehensive assessment of the gifted, and focuses on the complex inner world of the gifted... a «must read.»

And read this piece by Thomas Toch in the Atlantic describing some practical, lasting effect of the Obama Administration's work to bring commonsense to teacher evaluation.

Duffy (1991), in his presidential address to the National Reading Conference, described his intellectual growth from an implanting of effective skills and strategies view of teacher education to more teacher - centered, deliberative models.

Informed Instruction for Reading Success: Foundations for Teacher Preparation - A Position Paper of the International Dyslexia Association by Susan Brady, Ph.D., and Louisa Moats, Ed.D Why Reading Recovery is Not Appropriate for First Grade Children - Dr. Joseph Torgesen describes problems with Reading Recovery and why schools should not use this program, especially with children who have reading disReading Success: Foundations for Teacher Preparation - A Position Paper of the International Dyslexia Association by Susan Brady, Ph.D., and Louisa Moats, Ed.D Why Reading Recovery is Not Appropriate for First Grade Children - Dr. Joseph Torgesen describes problems with Reading Recovery and why schools should not use this program, especially with children who have reading disReading Recovery is Not Appropriate for First Grade Children - Dr. Joseph Torgesen describes problems with Reading Recovery and why schools should not use this program, especially with children who have reading disReading Recovery and why schools should not use this program, especially with children who have reading disreading disorders.

Burns describes one elementary school principal's concern: Although teachers in the school frequently assessed students» reading skills one - on - one, there was no formative assessment system set up to evaluate math skills.

In her popular book, e Book Whisperer, Donalyn reflects on her journey to become a reading teacher and describes how she inspires and motivates her middle school students to read 40 or more books a year.

(Categories were considered major if at least 18 - 20 students made reference to the terms that described preservice teachers» interpretations of effective reading instruction for third grade.)

This article describes the approach taken by a physics teacher at Prospect Hill Academy in Boston to support all students... Read More»

This is the first in a series of articles describing 10 ways White Bear Lake High School teachers and the... Read More»

Carbo describes four key interventions at the heart of Reading Styles, which any classroom teacher can implement to some extent: (1) assess students» reading styles and match instruction to those styles; (2) use specially recorded, challenging stories; (3) provide reading choices and high challenges; and (4) allow movement, offer comfortable seating, and useReading Styles, which any classroom teacher can implement to some extent: (1) assess students» reading styles and match instruction to those styles; (2) use specially recorded, challenging stories; (3) provide reading choices and high challenges; and (4) allow movement, offer comfortable seating, and usereading styles and match instruction to those styles; (2) use specially recorded, challenging stories; (3) provide reading choices and high challenges; and (4) allow movement, offer comfortable seating, and usereading choices and high challenges; and (4) allow movement, offer comfortable seating, and use color.

The author, a leading expert in reading comprehension strategies instruction, describes how teachers in schools across the United States are taking this instructional approach in «exciting new directions.»

Read more below about the teacher support programs, how district leaders described the impetus behind each program and what outcomes they observed in practice.

As teachers read the poems aloud to the class, they can also create a list of words from the selections that describe different feelings.

So if you are building a resume for a second grade teacher job, you can pick words that describe you best... Read More»