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CNL EDU Monthly Meeting; please feel free to use.

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Sheltered Instruction Observation Protocol (SIOP)

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Linguistic Scaffolding Strategies for ELLs

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Linguistic Scaffolding Strategies for ELLs

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https://www.esc1.net/cms/lib/tx21000366/centricity/domain/63/linguistic_scaffolding_strategies_for_ells.pdf

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This is a presentation that I have been to. It shows different activities that can be done in place of worksheets.

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What is a Professional Learning Community?

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What is a Professional Learning Community?

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Read the following article, at the bottom, write your full name and your definition, based on the reading, of what is your idea of a PLC. Then go to the next discussion board provided in the email, and post your, "essentials."

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Watch the following PLC Presentation. Professional Learning Communities are a national standard of how we make instructional choices in the world of education. What were your thoughts on Mr. DuFour's comments about how educators should be planning for instruction?

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Educators need to do their own "homework" prior to presenting their students with the handouts, etc.

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Educators need to do their own "homework" prior to presenting their students with the handouts, etc.

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We each must be given the opportunity to teach in our own style, rather than being cloned.

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We wait months before we receive books, calendars, etc. In fact, I am still waiting for books and desk calendar that were "supposedly" order in 2019.

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The more ideas we have the better job we can do. to child might understand more.

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Professional learning communities is extended learning opportunity to foster collaborative learning among collesgues within a particular work environment or field. using

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A collection of research studies with a red-world application, designed to help improve our understanding of education with regards to topics such as cognition, testing, negative stereotypes, bullying and other areas.

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https://www.youtube.com/watch?time_continue=426&v=gtEspw_iUT0&feature=emb_logo

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Valerie Green               Work with your strengths and build on your weaknesses. It is a method to foster a learning environment by collaborating amongst  colleagues in a particular environment or field. It is used as a way to recognize groups of teachers into practice-based professional settings/environments. 

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Valerie Green               Work with your strengths and build on your weaknesses. It is a method to foster a learning environment by collaborating amongst  colleagues in a particular environment or field. It is used as a way to recognize groups of teachers into practice-based professional settings/environments. 

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One most definitely needs to teach according to the students level of understanding, as a special education teacher I have learned that the students needs come first no matter the outcome. Again, work withe their strengths in order to build on their weaknesses.

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Valerie Green                     I do believe we must understand what we are teaching before we teach it to out diverse population.        

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Valerie Green                     I do believe we must understand what we are teaching before we teach it to out diverse population.        

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Vocabulary Strategies

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BACKGROUND
Direct instruction of vocabulary can help students learn enough words to become better readers, and becoming a better reader can in turn help students learn even more vocabulary. So how do we teach students to learn or acquire new vocabulary? Research suggests that vocabulary instruction should include the following components: definitional and contextual information about a word; multiple exposures to a word in different contexts; and encouragement of students' active participation in their own learning of the new words.1 Here are 15 vocabulary activities that you can integrate into your classroom starting tomorrow!

1. Stahl, 30; Texas Reading Initiative, 20.

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It essential for educators to be ready to teach the objective for that week.  Teachers can not pretend to be ready, we must do our research and go over our lesson before teaching it.

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It essential for educators to be ready to teach the objective for that week.  Teachers can not pretend to be ready, we must do our research and go over our lesson before teaching it.

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Always be on time be ready and serve the students to the best of our ability.

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Always be on time be ready and serve the students to the best of our ability.

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Verb Tenses Explained, with Examples | Grammarly

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Verb tenses are changes or additions to verbs to show when the action took place: in the past, present, or future. The phrase is also used for grammatical aspects , which add more details about the duration or time an action takes. When you combine the four grammatical aspects with the past, present and future, you end up with twelve main verb tenses in English.

Verb tenses are essential for speaking English correctly, but with all the different forms and functions, they can get confusing. In this guide, we give a quick overview of the English tenses, including when to use them and how to make them, and give plenty of verb tense examples.

What is a verb tense?

Verb tenses show when an action took place, as well as how long it occurred. The main verb tenses are the past, present, and future.

There are also additional aspects that give extra details, such as the length of time the action occurred, which actions happened first, or whether a past action has an impact on the present. These grammatical aspects are the simple tense, perfect tense, continuous tense, and perfect continuous tense.

Verb tenses list: How many tenses are there in English?

The standard tense in English is the present tense, which is usually just the root form of the verb. The past and future tenses often require changes or additions to the root form, such as the - for the past tense and the for the future.

Past, present, and future tenses

The past, present, and future are the central divisions of time in English. The present represents actions happening now, while the past represents actions that happened earlier, and the future describes actions that will happen later.

Simple tense

The simple tense is a grammatical aspect that refers to the normal forms of the past, present, and future tenses-nothing fancy! Unlike the other aspects, it doesn't add any new information. True to its name, simple tenses are the easiest to form and have the fewest rules.

Perfect tense

The definition of the perfect tense is a little more complicated. It's used for actions that relate to other points in time, either completed or ongoing.

For example, in the sentence I have played soccer since I was a child , the perfect tense indicates that the action occurred continuously in the past and still happens in the present. By contrast, in the sentence I played soccer when I was a child , the simple past tense indicates that the action occurred only in the past, and has no relation to the present.

Continuous tense

We use the continuous tenses (also known as the progressive tenses) for ongoing actions or actions that happen a while before completion. For example, They are studying all night means the studying lasts many hours before it's finished.

Perfect continuous tense

When you combine the perfect and continuous tenses, you get the perfect continuous tense. It's typically used just like the perfect tense, except it describes ongoing actions that happen over a period of time.

English tenses examples: verb tenses chart

Past tenses

Simple past

Be careful of past tense verbs, however. These don't follow the normal rules and use their own unique forms for the past tense. For example, the past tense of the irregular verb is .

Past perfect

Past continuous

Use the past continuous to show an ongoing action in the past, especially if the action was interrupted by another action. It's also used for habitual actions that occurred in the past but not in the present. It's usually used with adverbs like or adverb phrases like all the time .

Past perfect continuous

The past perfect continuous tense is used just like the past perfect tense, except it describes ongoing actions that happened in the past instead of a one-time occurance. It's often used with the words , , and to connect it to another past action.

Present tenses

Simple present

Present perfect

an ongoing action started in the past that is not yet completed

the same action completed multiple times in the past and likely to be completed again

an uncompleted action that is expected to be finished (in the negative)

Additionally, the present perfect can be used to emphasize the significance of a completed action, especially one that happened over time.

Present continuous

Present perfect continuous

Future tenses

Simple future

Use the simple future for actions that have not happened yet but will later. To form the simple future, just place the modal verb before the root form of the main verb. (Note that if the action will happen in the near future, you can use the present continuous instead.)

Future perfect

Future continuous

Future perfect continuous

Verb tense FAQs

What are verb tenses?

Verb tenses are changes or additions to verbs to show when the action took place: in the past, present, or future. The phrase is also used for grammatical aspects, which show how long an action occurs.

What are the different types of verb tenses?

The three main verb tenses are the past, present, and future, but there are also four grammatical aspects: simple, continuous, perfect, and perfect continuous. When you combine the three time periods with the four aspects, you get twelve unique verb tenses.

What are some examples of the different verb tenses?

The simple tenses show actions happening at different times, while the perfect tenses show completed actions that relate to different time periods. The continuous tenses are for ongoing actions that take a while to complete. The perfect continuous tenses combine the perfect and continuous tenses to describe ongoing actions that happen over a period of time.

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Use this guide to learn how to use all tenses of a verb properly, including present perfect, past continuous, future perfect continuous, and more.

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We need books in every grade level to better teach out students instead of handouts everyday.  It is important that students read along with the teacher as part of the learning objective.

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We need books in every grade level to better teach out students instead of handouts everyday.  It is important that students read along with the teacher as part of the learning objective.

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English Vocabulary - Learn English Free - Learn English Vocabulary with Pictures

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Learn English Vocabulary Free - Expand your English vocabulary - We have organised these vocabulary pages by theme. Learn English vocabulary through words, pictures and sounds

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Meet the Sight Words - Level 1 (FREE) | Preschool Prep Company

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Response to intervention (RTI) is a process used by educators to help students who are struggling with a skill or lesson; every teacher will use interventions (a set of teaching procedures) with any student to help them succeed in the classroom-it's not just for children with special needs or a learning disability. If a student is struggling, his or her teacher will use test scores and other measures of progress to choose a researched and proven intervention suited to help the child learn. If a child does not respond to the initial interventions, more focused interventions are used to help the child master the skill. RTI strategies address both learning and behavior.

The response to intervention process was introduced within the 2004 reauthorization of the Individuals with Disabilities Act (IDEA). While it is not introduced as a part of the law, it was presented within regulatory notes as a method to help identify students with specific learning disabilities. In essence, the legislators and the Office of Special Programs (OSEP) wrote into those notes a statement that asks school districts not to rely on what is called the discrepancy model for identification of specific learning disabilities and consider using interventions tried within RTI. In practice, most school districts use RTI to intervene prior to special education referral, which is good, but very few use the method to identify students. Typically they will try interventions in RTI and when they don't work, refer for testing using the discrepancy model. The only category that allows you to utilize response to interventions for identification purposes is specific learning disabilities.

The RTI Process Summarized

After a child has received an intervention, his or her progress is tested again. If the child hasn't improved, the teacher and other educators (the RTI team) will meet with that child's parents and together, this team will select more intense interventions.

The RTI team will try increasingly intense interventions and even work to identify a specific learning disability (SLD) if the child doesn't show progress. For example, a child does poorly on a test that requires reading; through the RTI process, the teacher tries reading the questions to the student to find out if the student knows the answer, but is perhaps struggling with reading. Used in this way, the RTI process can help to screen the child to identify a possible SLD or determine if he or she should be referred for further testing.

Even if a child has no learning difficulty, RTI may still be utilized in his or her classroom. Teachers use the RTI process with all students. Although a child may be learning well, or even tackling advanced classes, the RTI process is still available and being used by his or her teacher and school. Read more about RTI and how it relates to special education in the article How is RTI Different From Special Education?

Understanding Levels of Interventions

To help you picture RTI, think of the RTI framework as a pyramid. It is usually divided into three sections: base, middle and top. Movement between sections is determined by a student's response to certain interventions.

About 80 percent of students and the most commonly used teaching strategies and interventions are found in the base section of the pyramid. This section is called Tier 1 or the primary level of prevention (of failure).

Tier 2 or the secondary level of prevention is in the middle section of the pyramid. Here, the interventions become more intensive because the students are considered to be at a greater risk. About 15 percent of students will be in this section at any given time.

Only about 5 percent of students are in Tier 3, or the tertiary level of prevention, at the top of the pyramid. Here, students receive the most intense and consistent interventions. Although Section 504 (part of the Rehabilitation Act of 1973 that prohibits discrimination based on disability) and special education are both associated with this tier, not all children in this tier are in a special education program.

To learn more about the levels of RTI, read Understanding the Components of RTI and Effective RTI Strategies for Teachers; both teachers and parents will find valuable information in the RTI Strategies article.

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Response To Intervention Explained | Special Education Guide

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Response to intervention (RTI) is a process used by educators to help students who are struggling with a skill or lesson; every teacher will use interventions (a set of teaching procedures) with any student to help them succeed in the classroom-it's not just for children with special needs or a learning disability.

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Thanks to this method, we can learn from other colleagues, enriching our work and consequently benefiting our students.

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Learning with music.
https://www.kathypoelker.com/about-us.html

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Its very important for educators create estructures to promote serve and help togheters for community.

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mdelgado

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 It is essential for teachers follow the lesson plan;and checking the student's work during class and see if they learn the objetives.

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 It is essential for teachers follow the lesson plan;and checking the student's work during class and see if they learn the objetives.

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the student create the power point with all corrections

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every student has a specific go and objectives..

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Thanks to the comments we see, we can take ideas from each of the colleagues.

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Thanks to the comments we see, we can take ideas from each of the colleagues.

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motivational poster

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PLC is a method for collaborative learning between teachers and schools. It is an ongoing process for continuous learning.

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PLC was designed for team members to get together and have collaborative discussions about practices and share knowledge amongst our colleagues. It is crucial to set scheduled meetings to discuss strategies and share results of previous assessments to identify what works best and apply that strategy in our own practice. Ultimately, PLC is a lifelong commitment that focuses on learning rather than teaching.

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PLC is very important, it is a support network for teaching to reduce error in learning methods and strategies.

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Communication is always the key to a strong PLC we must stay together in order to provide a positive educational experience for our students. Utilizing each of our strong points to enhance the learning of our students. 

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Communication is always the key to a strong PLC we must stay together in order to provide a positive educational experience for our students. Utilizing each of our strong points to enhance the learning of our students. 

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 A professional learning community is one were educators come together to share their knowledge to become effective teachers for the overall wellbeing of the students.

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 A professional learning community is one were educators come together to share their knowledge to become effective teachers for the overall wellbeing of the students.

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PLC is an excellent method for teachers as knowledge is shared within the team and students.

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I read this article and I feel that these strategies will help teachers motivate students for future learning.
https://study.com/teach/instructional-strategies.html.

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It helps me learn from peer experiences to apply within the classroom and improve student learning.

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Mr. DuFours comments just state that professional learning communities help foster student learning by working as whole to ensure students' success.

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Mr. DuFours comments just state that professional learning communities help foster student learning by working as whole to ensure students' success.

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For this particular article, what I think about is that we should all contribute to every student's success. First of all, we need to focus on their way of learning so we can adapted to any lesson plan. Add a study goal for everyone by giving them the motivation to have a short-term goal. Communication skills are vital to address the students' need. Teamwork is crucial when we're learning. It gives us the opportunity to share our thoughts with others and adapt to other's point of view. Another key factor that can be implemented and is perfect for our residents is to add a little of their culture in anything we can so that they can feel safe and excited to learn.

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Ultimately, every teacher's goal is for the student to succeed. Since every student is different, they also learn in different ways. PLC allows for that to happen when we share our strategies, resources, and techniques after we know which ones work with the students.

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It is our responsibility, as teachers,  to learn how to respond to different situations our students may encounter. In believe that in difficult situations, it is essential that we all work as a team. If we work together, our students will improve and show progress. 

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It is our responsibility, as teachers,  to learn how to respond to different situations our students may encounter. In believe that in difficult situations, it is essential that we all work as a team. If we work together, our students will improve and show progress. 

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Irma Barba