There are so many things I love about my job, from working with my wonderful students each day to learning from my blogging colleagues to organizing my classroom (you know I love that, right?). But on
Do your students need help with plural, singular plural, and possessive plural usage? Here is a Free Plural/Possessive Poster. Those plurals and possessives nouns can be tricky! It may take a few teaching lessons to master this skill! Use this poster below to help students remember when to use 's or s' or when it's just plural. Also added is 1 worksheet to practice this skill. Click the picture above to download this freebie! If you're still bugged by plurals and possessives, try this pack using the term "Bug" instead of Dog as in in the freebie above. This pack has a set of 30 task cards, an anchor chart, and a worksheet to extend this skill. Students decide if the word, "bugs" is used correctly in the sentence. If you need to step back and just review plurals, this Plural Pack is loaded with options. This pack will review the 8 most common rules when changing the nouns to plural. This pack has task cards, worksheets, games, and centers all about plural nouns. Click the picture on the left to read more about it. Here are some GRAMMAR resources you may like to use in the classroom: Grammar Games Pronoun Throwdown Say and Do Grammar Games Good luck teaching plurals and possessives. Thanks for stopping by today! See you soon,
Incorporating social issues into our literacy studies is a great way to help students think more deeply about texts and get more engaged.
If you want to teach your little ones about the concept of opposites you will want to check out these fun opposites worksheets and activities.
Αρχάριοι ARXARIOI student arxikes 26-11-08 14:05 ™ÂÏ›‰·i ∞ÊÔ› ¡. ¶·¿ & ™›· ∞.∂.µ.∂. £Âfi‰ˆÚÔ˜ ™ÎÂÓ‰¤Ú˘, ™¯ÔÏÈÎfi˜ ™‡Ì‚Ô˘ÏÔ˜ ¢ËÌ‹ÙÚÈÔ˜ ÷Ù˙ËÓÈÎÔÏ¿Ô˘, ∂Î·È‰Â˘ÙÈÎfi˜ ∞ÏÂÍ¿Ó‰Ú· ∞Ó·ÛÙ·ÛÈ¿‰Ô˘, ∂Î·È‰Â˘ÙÈÎfi˜ ª·ÚÈ¿ÓÓ· µÈ‚›ÙÛÔ˘, ∂Î·È‰Â˘ÙÈÎfi˜ ∂π∫√¡√°ƒ∞º∏™∏ ºπ§√§√°π∫∏ ∂¶πª∂§∂π∞ ™À°°ƒ∞º∂π™
(the above illustration came from the TEACHERS PAY TEACHERS website. You hit this link and it will take you right there. Let me tell you something folks – I have worked with a LOT of kids at …
I've written about Teaching Channel before, and I'll be writing from time to time about a particular great idea I've found there. If you haven't already joined, remember that it's FREE, and signing up takes less than a minute! One of the many great Tch video clips shows middle school teacher Meagan Berkowitz teaching a poetry lesson using the SIFT Method - Symbol, Imagery, Figurative Language, and Tone or Theme. It's less than 5 minutes long, and well worth watching to see her interaction with her students, and the focus they have on the poems they are reading while using bookmark cue cards. Close analytic reading is an important feature of the Common Core; here's a tool for you to try out to see if it fits your needs! Besides the bookmark, you are given the lesson plan, a copy of the two poems used, and a transcript of the lesson. If you're a language arts teacher, you're all set to try this lesson yourself, or to adapt it to your grade level! And don't forget to "pin" the lesson by clicking "Save this in my Lesson Planner." (A note: there is a typo on the SIFT bookmark that you'll want to change before printing - "attitude and author" should be "attitude an author." I changed it in the image above. Since it's an open Word document, it's no problem!)
Source
I’m a teacher. Now what do I do? There are several ways to engage learners in the classroom. Here are a few ideas if you get stuck. Additional resources: ~Mia
This post shares tips and strategies for teaching different learning styles to meet the needs of all learners.
I am so pumped to get the chance to post on this amazing blog! My name is Amy Hoffmann and I am a third grade teacher.
Writing activity. then students read them aloud and compare. B1 level but can be edited..................................................................................... - ESL worksheets
These flowcharts were drawn for Biochem 2280 at the University of Western Ontario but should be useful for any student taking introductory biology! Topics covered include transcription, translation…
Sometimes we get our dream job but almost immediately, a question pops up: now what? Here are some tips and advice to keep in mind when you embark on your new adventure as an ESL teacher.
Visual cues often help our young readers learn phonics rules. These free r-controlled vowels can be posted in your classroom or within your small group intervention area. Enjoy! The R-Controlled Vowel Posters can be downloaded for FREE in my online Teachers Pay Teachers store.
"Where's my math warm-up? I know I printed it yesterday?" Does this sound familiar? This was me before I streamlined my math warm-up life with templates so that I could focus more on the meat of the day's lesson. In this post I want to share with you how I use math templates and link you to this free Algebra 1 template. I recently added to the template's file with a link to a Google version that can be assigned online if students are working remotely.
Students are expected to come to every art class with a PENCIL & ERASER. EVERYTHING YOU NEED TO KNOW ABOUT OUR ART PROGRAM Even though we do not have an art studio this claymation…
Past simple revision. Key and Audio file link provided. The second exersise is useful to read figures and learn facts about the titanic sinking.Here you are the link for the audio file: http://filecloud.io/5nh4b1jpu - ESL worksheets
Born in Orsha, a part of the Russian Empire (now known as Belarus) on 17th November 1896, Vygotsky was a pioneer of psychology; he contributed much important research to the field. He graduated from the Moscow State University in 1917, and went on to work in many research facilities and and educational establishments in Moscow, Leningrad and Kharkov. His extensive research into cognitive development has lead his theory to be one of the most important of it’s kind. He believed that children’s thinking is affected by their social knowledge, which are communicated by either psychological (language, number, art) or technical (books, calculator) means. He was – and sometimes still is – often criticised for being an idealist and his overemphasis of the role of language in thinking (more on the criticisms later). He was also a very popular author, with 6 volumes of his work being classed as major. Vygotsky rarely conducted research; he was more focused on constructing the best possible theory on the transfer of knowledge. Unfortunately, Vygotsky died at the very young age of 37 in 1934 from Tuberculosis, but once his main work was translated to English in 1962, it had a major impact on other psychological research in similar fields. Vygotsky’s theory of cognitive development As stated above, Vygotsky believed children’s thinking is affected by their knowledge of the social community (which is learnt from either technical or psychological cultural tools). He also suggested that language is the most important tool for gaining this social knowledge; the child can be taught this from other people via language. He defined intelligence as “the capacity to learn from instruction”, which emphasises the fact there is a requirement for a more knowledgable other person or ‘teacher’. He referred to them as just that: the More Knowledgable Other (MKO). MKO’s can be parents, adults, teachers, coaches, experts/professionals – but also things you might not first expect, such as children, friends and computers. He described something known as the zone of proximal development (ZPD), which is a key feature of his theory. There are two levels of attainment for the ZPD: · Level 1 – the ‘present level of development’. This describes what the child is capable of doing without any help from others. · Level 2 – the ‘potential level of development’. This means what the child could potentially be capable of with help from other people or ‘teachers’. The gap between level 1 and 2 (the present and potential development) is what Vygotsky described as this zone of proximal development. He believed that through help from other, more knowledgable people, the child can potentially gain knowledge already held by them. However, the knowledge must be appropriate for the child’s level of comprehension. Anything that is too complicated for the child to learn that isn’t in their ZPD cannot be learnt at all until there is a shift in the ZPD. When a child does attain their potential, this shift occurs and the child can continue learning more complex, higher level material. Another important feature of this theory is scaffolding. When an adult provides support for a child, they will adjust the amount of help they give depending on their progress. For example, a child learning to walk might at first have both their hands held and pulled upwards. As they learn to support their own weight, the mother might hold both their hands loosely. Then she might just hold one hand, then eventually nothing. This progression of different levels of help is scaffolding. It draws parallels from real scaffolding for buildings; it is used as a support for construction of new material (the skill/information to be learnt) and then removed once the building is complete (the skill/information has been learnt). Woods and Middleton (1975) studied the influence of instruction with their experiment. They provided 3-4 year olds with a puzzle which was beyond their comprehension on their own. The mother then provided different levels of assistance for the child: · L1 – General verbal instruction (“Very good! Now try that again.”) · L2 – Specific verbal instruction (“Get four big blocks”) · L3 – Mother indicates material (“You need this block here”) · L4 – Mother provides material and prepares it for assembly · L5 – Mother demonstrates the operation After the session, the child was assessed on whether they could construct the pyramid on their own. Results showed that when children were given varied support from mothers (low levels of support when the child was doing well, and high levels when the child struggled) they were able to construct the pyramid on their own. However, when the mother consistently provided the same support, they seemed to make the child conclude the activity was beyond their comprehension and the child soon lost interest in constructing the pyramid. This shows the importance of providing the correct level of scaffolding when teaching a learner. As a final point, Vygotsky looked at the role of egocentric/private speech. This is, for example, when a child will sit on their own and speak their thoughts out loud as they play. He suggested a child is regulating and planning their behaviour at this point: “Where is the block? I can’t find it. Oh well, I’ll use this block.” He called these ‘monologues’. By 7 years, these monologues become internalized and the child becomes a “verbal thinker”, which is what most adults can do with no problem. When we are faced with a problem, and we’re alone, we quite often think through the problem – but in our heads. Children before 7 will do this out loud. This verbal thinking forms the basis for higher level, more abstract thinking (planning, reasoning, memorizing, evaluating). Quick summary · Emphasised the role of a teacher in cognitive development, and the need to have support from a More Knowledgable Other, or MKO. · The zone of proximal development, or ZPD, differentiates between a learner’s current development and their potential development when being taught from a MKO. · Scaffolding provides an effective way to reach potential levels of development, but only when different levels of assistance are given when required. · Social and cultural tools are an important means of gaining intelligence. · There is a close link between the acquisition of language and the development of thinking. · Internalising monologues, and therefore becoming a verbal thinker, is a stepping stone to higher levels of thinking. Vygotsky provided a very influential theory which provided a meaningful social context in the development of learning. The emphasis of cultural knowledge was something unseen in Piaget’s theory. In the next post, I will be evaluating both of the cognitive theories (that of Jean Piaget and Lev Vygotsky) and then comparing and evaluating them against each other.
How do you get a grip on being (and staying!) organized as an ESL teacher? Here are 7 tips that will put you on the right track!
Short stories and poetry are great, but it's usually a novel that fosters a true love for reading in the English classroom.This #2ndaryELA Twitter chat was all about teaching novels. Middle school and high school English Language Arts teachers discussed the novels they use at different grade levels. Teachers also shared their methods of reading: whole class or literature circles, in-class or independently as homework. Read through the chat for ideas to implement in your own classroom.
Today’s Wednesday, and that means it’s one day closer to being break for me. And for the rest of you, only three more days ’til the weekend! Today’s post offers you another …
The best teachers are those that can learn from their mistakes to become better educators. Here are some you should keep a look out for.
Are you tired of constantly mediating conflicts between your students or children? Do you want to empower them to become independent problem solvers? Look no further than the Conflict Resolution Step-By-Step Mediation Guide for Kids! This lap book is a classroom lifesaver, providing students with the tools they need to resolve conflicts on their own. Not only will students love how hands-on and fun this activity is, it helps them practice all the key conflict resolution skills for problem solving. Plus, it helps students regulate their emotions when triggered by frustrating social interactions. Teachers can use it as a classroom management tool or for individual interventions with students who need additional support with conflict resolution skills. How Our Step-By-Step Conflict Resolution Guide Works: Choose a coping tool to get calm first. The calming strategies include Hand Over Heart, Cocoa Breathing, Count to 20, Roller Coaster Breathing, Rocks & Socks, and Ocean Waves Breathing, all with strong visual supports and directions. Reflect on the size of the problem. If it is a big problem, get an adult to help! But if it's something you can handle on your own.... Choose a conflict resolution tool...and give it a try. If using an I-Message, kids can use the hands-on template on the back of the lap book to formulate the statement. After trying out the conflict resolution strategy, reflect on whether or not it helped. If not, don't worry - the lap book also includes prompts to suggest trying another skill. Ways to Use The Conflict Resolution Guide for Kids is versatile and can be used in a variety of settings including: your classroom school counseling office peer mediations at recess for when students are trying to figure out how to resolve a conflict Calm Down Corner or Break Space virtual teletherapy counseling sessions at home to deal with sibling conflicts WHAT'S INCLUDED Digital: ✔ Interactive digital Choice Board for Google Classroom or other platform that uses Google Slides™ Printable ✔ Choice between full color, light color and black/white printing options ✔ Title Choices between "Conflict Resolution" and "Peaceful Problem Solving" (which can work well for students unfamiliar with the term "conflict resolution) ✔ Bonus "To Resolve A Conflict, I Can....?" Posters (in 3 printing options and optimized to print in both 8.5"X11" and 18"X24"). ✔ Bonus Conflict Resolution Checklists ✔ Bonus "Conflict Resolution Map" printable What's Needed to Assemble Printable Choice Board: ✓ Hook and Loop Adhesive Dots ✓ Paper Clips, Binder Clips, and/or Clothespins ✓ File Folder You May Also Enjoy these others : ⭐ Feelings Check-In and Calming Strategies Choice Board ⭐ Our Classroom Calm Corner Toolbox ⭐ Trauma Sensitive Classroom Rules, Values & Expectations: Editable Banner Decor ⭐ Breathing Exercises for Kids: Book & Task Cards for Calm Corner
As many of you know, my family and I are expecting baby number three in just a few short weeks. As I take some time off from work and blogging to spend time with my family both before and after my new son’s birth, I am thrilled to share with you some amazing posts written […]
How to use the learning triangle for better vestibular, visual and auditory learning.
