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emerickjudy

https://dyslexiaida.org/wp-content/uploads/2015/01/DITC-Handbook.pdf - 0 views

reading disability learning dyslexia handbook

shared by emerickjudy on 03 Sep 21 - No Cached
  • So how can you help?
  • Listening to children’s feelings.
  • Rewarding effort, not just “the product.”
  • ...32 more annotations...
  • Helping students set realistic goals for themselves.
  • it is critical that school personnel, parents, and outside professionals working with the child with dyslexia communicate on an on-going basis to provide the support needed,
  • Accommodations Involving Materials
  • The teacher can help by underlining or highlighting the significant parts of the directions.
  • tear pages from workbooks and materials to present small assignments to students
  • a blank sheet of paper can be used to cover sections of the page n
  • a blank sheet of paper can be used to cover sections of the page
  • asking them to repeat the directions in their own words.
  • Teachers then must supplement the material with practice activities.
  • a glossary of content
  • A reading guide helps the reader understand the main ideas
    • emerickjudy
      emerickjudy on 03 Sep 21
       
      Graphic organizers
  • Directions, stories, and specific lessons can be recorded. The student can replay the tape to clarify understanding of directions or concepts.
  • text to speech programs,
  • audio books,
  • Accommodations
  • Accommodations Involving Interactive Instruction
  • Highlight essential information
  • break down the directions into subsets
  • Accommodations
  • Accommodations Involving Student Performance
  • response mode can be changed to underlining, selecting from multiple choices, sorting, or marking.
  • respond on individual chalkboards/whiteboards
  • graphic organizers.
  • graphic organizers
  • lace students close to the teacher.
  • use of assignment books or calendars
  • Have students turn lined paper vertically for math. Lined paper can be turned vertically to help students keep numbers in appropriate columns while computing math problems.
    • emerickjudy
      emerickjudy on 03 Sep 21
       
      TRY THIS!
  • peer-mediated learning. The teacher can pair peers of different ability levels to review their notes, study for a test, read aloud to each other, write stories, or conduct laboratory experiments. Also, a partner can read math problems for students with reading problems to solve.
  • Students can be allowed to complete projects instead of oral reports or vice versa.
  • Screenings should be used with all children in a school, beginning in kindergarten,
  • There are numerous types of screeners; one simple one we recommend is the Colorado Learning Disabilities Questionnaire – Reading Subscale (CLDQ-R) School Age Screener.
  • School Age Dyslexia Screener – CLDQ-R Please read each statement and decide how well it describes the child. Mark your answer by circling the appropriate number. Please do not leave any statement unmarked. Scoring Instructions: Add up the circled numbers and record that as the Total Score _______________ The following cutoffs apply:  Total Score <16 = Minimal Risk  Total Score 16-21 = Moderate Risk  Total Score >21 = Significant Risk
    • emerickjudy
      emerickjudy on 03 Sep 21
       
      Scoring Instructions: Add up the circled numbers and record that as the Total Score _______________ The following cutoffs apply:  Total Score 21 = Significant Risk *See Colorado Learning Disabilities Questionnaire for more descriptive results
  • emerickjudy on 03 Sep 21
     
    Teacher handbook for dyslexia
Maren Hackbarth

GEOGRAPHY - EnchantedLearning.com - 0 views

www.enchantedlearning.com/geography

social_studies Geography education

shared by Maren Hackbarth on 12 Feb 12 - No Cached
  • Maren Hackbarth on 12 Feb 12
     
    This site is loaded with geography related activities for K-6 classrooms. Find all kinds of maps and graphic organizers.
Siri Anderson

Comparing the depths of lakes and oceans [graphic] - Holy Kaw! - 1 views

holykaw.alltop.com/epths-of-lakes-and-oceans-grap

lakes infographic geology

shared by Siri Anderson on 10 Apr 12 - No Cached
  • Siri Anderson on 10 Apr 12
     
    A picture tells a ....
Jessica Wendorf

Food: a guide for kids - 0 views

tiki.oneworld.net/food

shared by Jessica Wendorf on 12 Feb 12 - No Cached
  • Jessica Wendorf on 12 Feb 12
     
    Cute, easy-to-navigate site that teaches kids about food. Includes cute graphics, and quizzes to check for understanding (Sorry if someone already posted, I just came across it working on my discussion boards)
Siri Anderson

The World Top Incomes Database - 0 views

topincomes.g-mond.parisschoolofeconomics.eu

graphics interactive economics global

shared by Siri Anderson on 22 Jan 14 - No Cached
  • Siri Anderson on 22 Jan 14
     
    Helpful for illustrating that Gilded Age has a recurrent theme in the US and interesting for global comparisons.
Siri Anderson

CmapTools - Home Page Cmap.html - 0 views

cmap.ihmc.us/conceptmap.html

concept maps graphic organizers EdPsych social_studies Instructional Design Pedagogy

shared by Siri Anderson on 03 Oct 09 - Cached
  • Siri Anderson on 03 Oct 09
     
    A handy concept mapping skill for yourself or students.
Siri Anderson

Visuwords™ online graphical dictionary and thesaurus - 0 views

www.visuwords.com/?word=assassination

vocabulary literacy visuals

shared by Siri Anderson on 24 Nov 10 - No Cached
  • Siri Anderson on 24 Nov 10
     
    Vocabulary visualization.
Siri Anderson

Wonders of the World - 0 views

www.panoramas.dk/...colosseum.html

panoramas NCSS Global Connections NCSS People Places and the Environment visual graphic Social_studies

shared by Siri Anderson on 05 Jan 10 - Cached
  • Siri Anderson on 05 Jan 10
     
    Beautiful views of the 7 wonders of the world...
Siri Anderson

Data | The World Bank - 0 views

data.worldbank.org

data geography world_geography WorldBank maps charts economics health education environment

shared by Siri Anderson on 30 Jan 11 - Cached
  • Siri Anderson on 30 Jan 11
     
    This world bank data bank facilitates excellent graphics/maps for putting some concrete numbers behind Social Studies topics.
Siri Anderson

A Minnesota farm family fights to save its land - Washington Post - 1 views

www.washingtonpost.com/...family-fights-to-save-its-land

Farming Agriculture Ag_Advocate Trades Mary_Carson

shared by Siri Anderson on 17 Dec 20 - No Cached
  • Siri Anderson on 17 Dec 20
     
    Beautifully told story of the harrowing life of hard-strapped farmers.
sadielaurenn

its-all-in-the-personality-character-traits.pdf - 3 views

shared by sadielaurenn on 28 Sep 21 - No Cached
  • I
  • In this lesson, students will use their creativity, a graphic organizer, and a fun story to learn about character analysis.
angieharris

Exploring Gender Stereotypes in Stories | Learning for Justice - 1 views

www.learningforjustice.org/...-gender-stereotypes-in-stories

ED3140 HR Human_Relations BSU Gender Lesson_Plan_Revision

shared by angieharris on 08 Oct 21 - No Cached
  • Explain to students that they are going to write a profile of a character who stands up against gender stereotypes. Provide students with the appropriate graphic organizers and have them work independently to begin developing their characters.
    • angieharris
      angieharris on 08 Oct 21
       
      This demonstrates 7I - "support and expand learner expression in speaking, writing, and other media" because students are writing a profile of a character who stands up against gender stereotypes, it expands their learning through critical thinking in developing a character with this in mind.
  • As you read, stop to elicit student responses to the question: What personality traits and behaviors show us that this character rejects gender stereotypes? Chart student responses. When you are finished reading, help students look back over the list they have come up with. Ask how it feels to read about a character who stands up to so many gender stereotypes.
    • angieharris
      angieharris on 08 Oct 21
       
      This demonstrates 4E - "understand how a student's learning is influenced by individual experiences, talents, and prior learning, as well as language, culture, family, and community values" because students would have prior knowledge in how they think of gender roles through their family/cultural experiences. This could be through toys they have been bought (dolls/toy cars), family roles within the household (who cooks/who does yard work), the clothes they wear, etc.
  • Come together to allow students to share observations. Ask students how they think children’s book authors might contribute to the construction of gender, and challenge students to question whether this is fair.
    • angieharris
      angieharris on 08 Oct 21
       
      This demonstrates 3G - "use a student's thinking and experiences as a resource in planning instructional activities by encouraging discussion, listening and responding to group interaction, and eliciting oral, written, and other samples of student thinking" because students work with a partner to observe what they see in picture books about gender stereotypes and then they come together as a group to share ideas with each other about what they discovered. Students are then asked to think about if the construction of gender is fair. The group interaction helps them learn from each other.
chlohawk

With Boys in Mind / Teaching to the Minds of Boys - ASCD - 1 views

www.ascd.org/...teaching-to-the-minds-of-boys

boys boy-friendly tips classroom

shared by chlohawk on 03 Sep 21 - No Cached
  • who's perpetually in motion,
  • ho stares into space,
  • w
  • ...12 more annotations...
  • turns in rushed and sloppy work and receives failing grades.
  • By introducing more boy-friendly teaching strategies in the classroom, the school was able to close the gender gap in just one year.
  • he now understands how relevant this focus on action and heroism is to males, and she sees that letting boys write on these topics has improved their papers.
  • he task-oriented discussion and interaction, the physical movement, and the orientation in space access the boys' neurological strengths, keeping them energized and attentive.
  • Realizing the need for nonverbal planning tools, especially in males, to help bridge the gap between what students are thinking and what they're able to put down on paper, Mrs. Johnston now asks Timothy and his classmates to create storyboards, a series of pictures with or without words that graphically depict a story line. T
  • n her 2nd grade classroom, most of the boys read and write about such topics as NASCAR racing, atomic bombs, and football or about such situations as a parrot biting a dad through the lip. Many of the girls write about best friends, books, mermaids, and unicorns.
  • eachers tended to view the natural assets that boys bring to learning—impulsivity, single-task focus, spatial-kinesthetic learning, and physical aggression—as problems. By altering strategies to accommodate these more typically male assets, Douglass helped its students succeed, as the following vignettes illustrate.
  • One of the primary reasons that some boys getDs and Fs in school is their inattention to homework.
  • parents sign homework assignments.
  • One of the innovations that teachers can use in targeted ways in coeducational classes is single-gender grouping.
    • chlohawk
      chlohawk on 03 Sep 21
       
      How and when can I implement one of these strategies in the first week of school with my boy learners?
  • Quite often, boys do their best work when teachers establish authentic purpose and meaningful, real-life connections.
  • chlohawk on 03 Sep 21
     
    Creating a boy-friendly classroom, increasing experiential and kinesthetic learning opportunities, supporting literacy through visual-spatial representations and more strategies can support our boy learners.
julielyncarlson

Effective Teaching Practices for Students in Inclusive Classrooms | W&M School of Educa... - 1 views

education.wm.edu/...effectiveteach

inclusive classroom methods

shared by julielyncarlson on 06 Sep 21 - No Cached
  • Collaborate with special education teachers, related service providers, and paraprofessionals on a regular basis
  • at least once a week
  • Teachers alternate roles of presenting, reviewing, and monitoring instruction.
  • ...11 more annotations...
  • Be aware of student needs and provide the accommodations
  • Students are divided into mixed-ability groups
  • One person teaches, reteaches, or enriches a concept for a small group, while the other monitors or teaches the remaining students.
  • Tips for Classroom Management
    • julielyncarlson
      julielyncarlson on 06 Sep 21
       
      How do I incorporate accommodations into the classroom rules? What do I need to think about here?
  • Differentiate instruction
  • Think "universal design" when planning instruction. "
  • Provide opportunities for students to work in small groups and in pairs.
  • graphic organizers
  • "I do" (teacher model), "We do" (group practice), and "You do"
  • think, pair, share"
  • Teach learning strategies along with content material.
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