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Add a brief description of why you chose this artifact. I chose this artifact as a representation of my love for basketball

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These is where you will add all the teaching resources you are learning in this course.

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These is where you will add all the teaching resources you are learning in this course.

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https://docs.google.com/document/d/144-UpYLFQukzoKYr4VgGg2-aNdinD-eIuGI3SCg5Rak/edit

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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https://ed.podomatic.net/e/thomasjolin1234.podomatic.com/2022-10-02T18_57_43-07_00.mp3

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Checklist (SAMPLE ONLY) - you may have different assignments

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Checklist (SAMPLE ONLY) - you may have different assignments

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https://docs.google.com/document/d/1kabUay0TQeDlArFQWAMZIoIct30GMtABtlgHpHE03wU/edit

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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https://www.podomatic.com/podcasts/thomasjolin1234/episodes/2022-10-16T17_26_26-07_00

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Publishing Podcasts for Free since 2005. Record, Publish, Distribute, and Monetize Your Podcast on Desktop or Any Mobile Device. Share Your Voice with the World.

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https://docs.google.com/document/d/1YyDSX-kkplQaBK7XIpJrzq4c_tlE34SwE4CQfLRZw9s/edit

# data[].attributes.attachment_link.description
Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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*Each section is worth 10 points
10x10 = 100
2) - 5 points for missing assignments (attachments)
3) -2 points if links do not work
4) -5 points late submission (-5 per day)

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https://docs.google.com/document/d/1Zi2QLxcbSqGyEsQ--qtnsNo3hpU10Xf9Il3RAu4X_Wo/edit

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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https://www.podomatic.com/podcasts/thomasjolin1234/episodes/2022-11-06T18_00_34-08_00

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Publishing Podcasts for Free since 2005. Record, Publish, Distribute, and Monetize Your Podcast on Desktop or Any Mobile Device. Share Your Voice with the World.

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https://docs.google.com/document/d/1GvLVBRoJpNJvBONYHaSbr3tR1eeM_l2Mn074HrgnMLM/edit

# data[].attributes.attachment_link.description
Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

# data[].attributes.body
https://docs.google.com/document/d/11_XBcYTtpJd13OhtVERvegCkjbivIxQr0UBVSlAbIvs/edit

# data[].attributes.attachment_link.description
Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

# data[].attributes.body
https://docs.google.com/document/d/1EFAwX0-97Bm1G3f0vOdnyyKZ__kFq13NfyZdNw9l2dw/edit

# data[].attributes.attachment_link.description
Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

# data[].attributes.body
https://docs.google.com/document/d/1qhUqW3NfUc5gir_dNCFw3w9WJcaKYszIXjqfSOO3A0E/edit

# data[].attributes.attachment_link.description
Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

# data[].attributes.body
https://docs.google.com/document/d/165UDF-KYMvPJdw6geRG0ulVAoAcJ5ClLU2ylPEUSWEs/edit

# data[].attributes.attachment_link.description
Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

# data[].attributes.attachment_link.description
Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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What instructional strategies support building vocabulary development for beginning & intermediate Els? Give one example and cite the page number and/or video link.

Why is it important for content teachers to frontload academic vocabulary? How does this practice support second language acquisition?

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9/7 Stages of Second Language Acquisition 

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9/7 Stages of Second Language Acquisition 

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1. Pre-Production (Silent Stage)
- Minimal comprehension
-Does not verbalize
-Nods "yes" and "no"
-Draws and points

2. Early Production
-Limited comprehension
-Produces on or two word responses
- Uses key words or familiar phrases
-Uses present-tense verbs

3. Speech Emergence
-Has good comprehension
- Can produce simple sentences
-Makes grammatical and pronunciation errors
-Frequently misunderstands jokes

4. Intermediate Fluency

-Has excellent comprehension
-Makes few grammatical errors

5. Advanced Fluency
-Student has a near-native level of speech

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https://drive.google.com/file/d/1fXt2WQB_sQrrSGbGW_gukq-Qzgpb7YTl/view?usp=drive_web&authuser=0

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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1. 5th Grade Math: (A): identify prime and composite numbers

2. Language Domain: Writing

3. Action Verb: Create

4. The student will be able to create a chart that differentiates between prime and composite numbers with examples.

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https://www.readwritethink.org/professional-development/strategy-guides/using-word-walls-develop

https://www.readwritethink.org/classroom-resources/lesson-plans/learning-vocabulary-down

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We have launched the new ReadWriteThink.org and we would love to get your feedback: Give Feedback

About this Strategy Guide

In this guide, you will learn how to use Word Walls to support vocabulary development and retention.

Research Basis

Graves (2007) notes that "vocabulary instruction is most effective when learners are given both definitional and contextual information, when they actively process the new word meanings, and when they experience multiple encounters with words. Said somewhat differently, vocabulary instruction is most effective when it is rich, deep, and extended" (p, 14). Word walls have long been a useful strategy for helping younger students process words multiple times, over the duration of the school year.

Teachers in upper grades, in a variety of disciplines (e.g. Silva, Weinburgh, & Smith, 2013) have found ways to make word walls work in their contexts, for specific purposes such as differentiating academic and everyday language and developing metacognitive awareness of the features of a second language.

Strategy in Practice

Planning the Word Wall

Locate an appropriate space in the classroom for the word wall. The space needs to be large enough to allow for a collection of words to grow over the course of a unit and/or school year, and be prominent enough that all students can see it as part of everyday instruction and independent work time.

Decide how you will display words: for example, on Velcro-mounted index cards, laminated cardstock, magnetboard, or in a pocket chart. Important considerations include the visibility of the words and the ease with which students can manipulate word placement to find or demonstrate patterns and connections among the words as the list grows.

Review your content area(s) for high frequency, multi-meaning, high leverage words to begin considering which words will be appropriate for the word wall. Going into the unit or year with a plan is important, but just as important will be flexibility, as student interest and contributions begin to shape the word wall.

Using the Word Wall

At its most basic, the function of a word wall is to give students constant access to the important content vocabulary for the class. Pointing out to students that key words are always available to them helps promote independence and reinforces the importance of these words in the classroom.

Encourage students to use content area/academic vocabulary appropriately in writing and classroom discussions. When students use a closely related word or an informal definition instead of the target term, ask them to find the word on the wall that they could use instead.

Challenge students to think through the multiple definitions words on the word wall can have, depending on the subject or context in which they are used.

As the collection of words grows, invite students to find new ways to arrange them-by linguistic features (same initial letter, rhymes, root families), by synonyms or antonyms, by topical relationships, and so forth.

Make time for students to share instances in which they encounter words from the wall in their own reading and everyday life.

Consider temporary or permanent divisions on the wall into important categories for your class, such as the division into "academic" and "everyday" language (see citation in Research Basis, above).

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Using Word Walls to Develop and Maintain Academic Vocabulary

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We have launched the new ReadWriteThink.org and we would love to get your feedback: Give Feedback About this Strategy Guide In this guide, you will learn how to use Word Walls to support vocabulary development and retention.

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Something from my heart map that means a lot to me is remembering my Dad. My Dad was my biggest mentor, greatest coach, and most admirable man I knew. I miss him every day since he passed this summer, but I know that he'd want me to make him proud and keep living life the way he would.

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https://docs.google.com/document/d/1PHPlj7-dh6eXLF_Qs9xgakYScjBjpT9Dev4a-RhsvPk/edit

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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https://docs.google.com/document/d/1s0R7xPr142WnAQ1TbtibBKHFnACT-rSICHK4q5eF_hM/edit

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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https://docs.google.com/presentation/d/13GJ6mvL5Djb3XpkPzKjx3c-4N1VL8Q_YA1BCeIfY2_M/edit#slide=id.p

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https://docs.google.com/document/d/1Xs4VC4FghHppQeaYBeJujI-fDRch5Cj0lYfz0TlQOsU/edit

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https://padletcdn.com/cgi/fetch?disposition=attachment&url=https%3A%2F%2Fpadlet-uploads.storage.googleapis.com%2F261437038%2Fb00067b09cb7578ef0bd5569ff08b32d%2FTELPAS_PLDs__1___1_.pdf

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https://docs.google.com/presentation/d/1e6A2JpG5o_nDHitMooocfSUI10VQme553qiLR1hRcTs/edit?usp=share_link

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http://www.teachingheart.net/readerstheater.htm

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Reader's Theater Scripts and Plays

Readers Theater is a dramatic presentation of a written work in a script form. Readers read from a "script" and reading parts are divided among the readers. No memorization, costumes, blocking, or special lighting is needed. Presentations can easily be done in a k-3 classroom. Scripts are held by the readers. Lines are not memorized. The focus is on reading the text with expressive voices and gestures. Making comprehending the text meaningful and fun for the student! Once you start Reader's Theater in your classroom you and your students will be loving it!!!

"Reader's Theater proved to be almost a magic solution for Griffith: In just 10 weeks of using RT, every child in her class had gained a full grade level in reading. After a year, the children's gains had jumped to three years of growth. Griffith calls the transformation in their reading fluency totally remarkable." Quote taken from The Power of Reader's Theater, Scholastic Instructor

Update - July 08

Plays and Scripts To Print and Read

Reader's Theater Resources!!

Click the books to learn more...

Look what THOUSANDS of Teachers Use and Love!!!
Teaching Heart - 2001-2008

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Reader's Theater Scripts and Plays for the Classroom

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Reader's Theater Scripts and Plays Readers Theater is a dramatic presentation of a written work in a script form. Readers read from a "script" and reading parts are divided among the readers. No memorization, costumes, blocking, or special lighting is needed. Presentations can easily be done in a k-3 classroom.

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http://web.archive.org/web/20051125105334/http://hometown.aol.com/rcswallow/TruePigs.html

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Elementary Reader's Theater

JON SCIESZKA

 CHARACTERS: (9) Narrator 1 Narrator 2 Narrator 3 Narrator 4 Narrator 5 Narrator 6 Pig 2 Pig 3 Wolf WOLF: Everybody knows the story of the Three Little Pigs. Or at least they think they do. But I'll let you in on a little secret. Nobody knows the real story, because nobody has ever heard my side of the story. I'm the Wolf. Alexander T. Wolf. You can call me A1. NARRATOR 1: No one knows just how this whole Big Bad Wolf thing got started, but it's all wrong. NARRATOR 2: Maybe it's because wolves eat cute little animals like bunnies and sheep and plgs. That's just the way they are. If cheeseburgers were cute, folks would probably think people were Big and Bad, too. NARRATOR 1: But the whole Big Bad thing is all wrong. NARRATOR 2: The real story is about a sneeze and a cup of sugar. NARRATOR 3: Way back in Once Upon a Time time, our friend, the wolf, was making a birthday cake for his dear granny. NARRATOR 4: He had a terrible sneezlng cold. NARRATOR 5: He had ran out of sugar. NARRATOR 6: So he walked down the street to ask his neighbor for a cup of sugar. NARRATOR 1: Now this neighbor was a pig. NARRATOR 2: And he wasn't too bright, either. NARRATOR 3: He had built his whole house out of straw. NARRATOR 4: Can you believe it? Who ln his right mind would build a house of straw? NARRATOR 5: So of course the minute the wolf knocked on the door, it fell right in and he didn't want to just walk into someone else's house. NARRATOR 6: So he called. WOLF: 	Little Pig, ... Little Pig, are you in? NARRATOR 1: No answer. NARRATOR 2: He was just about to go home without the cup of sugar for his dear old granny's birthday cake. NARRATOR 3: That's when his nose started to itch. NARRATOR 4: He felt a sneeze coming on. NARRATORS 1-2-3-4-5-6 (TOGETHER) Well, he huffed. And he snuffed. NARRATOR 1: And he sneezed a great sneeze. NARRATOR 2: And you know what? That whole darn straw house fell down. And right in the middle of the pile of straw was the First Little Pig-dead as a doornail. NARRATOR 3: He had been home the whole time. NARRATOR 4: It seemed like a shame to leave a perfectly good ham dinner lying there in the straw. So the wolf ate it up. NARRATOR 5: Think of it as a big cheeseburger just lying there. NARRATOR 6: He was feeling a little better. But he still didn't have his cup of sugar. NARRATOR 1: So he went to the next neighbor's house. NARRATOR 2: This neighbor was the First Little Pig's brother. He was a little smarter, but not much. He had built his house of sticks. NARRATOR 3: He rang the bell on the stick house. NARRATOR 4: Nobody answered. NARRATOR 5: He called: WOLF: 	Mr. Pig, ... Mr. Pig, are you in? NARRATOR 6: He yelled back: 2ND PIG: 	Go away wolf. You can't come in. I'm shaving the hairs on my chinny chin chin. NARRATOR 1: He had grabbed the doorknob when he felt another sneeze coming on. NARRATORS 1-2-3-4-5-6 : He huffed. And he snuffed. NARRATOR 2: And he tried to cover his mouth, but he sneezed a great sneeze. NARRATOR 3: And you're not going to believe it, but this guy's house fell down just like his brother's. NARRATOR 4: When the dust cleared, there was the second Little Pig -- dead as a doornail. WOLF: 	Wolf's honor! NARRATOR 5: Now you know food will spoil if you leave it out in the open. NARRATOR 6: So the wolf did the only thing there was to do. He had dinner again. NARRATOR 1: Think of it as a second helping. NARRATOR 2: He was getting awfully full. But his cold was feeling a little better. NARRATOR 3: And he still didn't have that cup of sugar for his dear old granny's birthday cake. NARRATOR 4: So the wolf went to the next house. This guy was the First and Second Little Pigs' brother. NARRATOR 5: He must have been the brains of the family. He had built his house of bricks. NARRATOR 6: The wolf knocked on the brick house. No answer. WOLF: 	Mr. Pig,. . . Mr. Pig, are you in? NARRATOR 1: And do you know what that rude little porker answered? 3RD PIG: 	Get out of here, Wolf. Don't bother me again. NARRATOR 2: Talk about impolite! NARRATOR 3: He probably had a whole sackful of sugar. NARRATOR 4: And he wouldn't give the wolf even one little cup for his dear, sweet old granny's birthday cake. NARRATOR 5: What a pig! NARRATOR 6: The wolf was just about to go home and maybe make a nice birthday card instead of a cake, when he felt his cold coming on. NARRATORS 1-2-3-4-5-6: He huffed. And he snuffed. And he sneezed once again. NARRATOR 1: Then the Third Little Pig yelled: 3RD PIG: 	And your old granny can sit on a pin! NARRATOR 2: The wolf was usually a pretty calm fellow. But when he heard somebody talk about his dear, sweet old granny like that, he went a little crazy. NARRATOR 3: When the cops drove up, of course he was trying to break down this Pig's door. And the whole time the wolf was huffing and puffing and sneezing and making a real scene. NARRATOR 4: The rest, as they say, is history. NARRATOR 5: The news reporters found out about the two pigs he had for dinner. NARRATOR 6: They figured a sick guy going to borrow a cup of sugar didn't sound very exciting. NARRATOR 3: So they jazzed up the story with all that "huff and puff" and "blow your house down" stuff. NARRATOR 4: And they made him the Big Bad Wolf. NARRATOR 5: That's it. NARRATOR 6: The real story. WOLF: 	I WAS FRAMED! NARRATORS 1-2-3-4-5-6: But maybe you could loan him a cup of sugar.

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Elementary Reader's Theater CHARACTERS: (9) Narrator 1 Narrator 2 Narrator 3 Narrator 4 Narrator 5 Narrator 6 Pig 2 Pig 3 Wolf WOLF: Everybody knows the story of the Three Little Pigs. Or at least they think they do. But I'll let you in on a little secret.