Think literacy cross curricular approaches grades

Copyright Matters! Secondary Arts Curriculum, Grades A site of professional resources, including video, for Ontario teachers. The following resources have been made available to you because of a special grant from the Ministry of Education to support the roll out of the revised curriculum. From the Ontario Ministry of Education.

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Visual Arts, Grades What Works? John Vitale. Engaging Students Through the Artsby Dr. The Student Filmmakerby Dr.

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David Hutchison, Brock University. Students express their feelings and emotions through an abstract drawing. Community leaders are invited into the classroom to share their cultural perspective. Students follow the Creative Process in completing an array of projects that represent the Seven Teachings and cultural symbolism.

Students from a rural community create an installation inspired by a recent field trip to an urban centre.

They represent their feelings and emotions in three dimensional artwork by applying the Creative Process and using the elements and principles of design. Brainstorming techniques are used to generate ideas for various components.

The teacher provides examples of installation artwork as a model for the student project. Students access prior knowledge of visual art techniques to include in this collaborative artwork. The student artists and peer assessors use appropriate vocabulary in the reflection period.

Students create a myth and develop characters based on the theme of a new or emerging technology. Using the elements and principles of visual arts, they design and produce a mask to represent a character they conceptualize. Using the elements and conventions of drama, they perform a scene of the story they have scripted. The teacher provides accommodations for students who are not comfortable presenting to a live audience by allowing them to record a video of their scene.

Boys who are at risk apply the Creative Process in producing artworks, using various media that reflect their own interests and needs. They explore and experiment with materials found in the environment outside of the classroom to produce an installation that conveys a message or theme.

They extend this experience by applying the Critical Analysis Process to discussions based on social justice issues.

They use guerrilla art as a way to challenge their audience to pause and ponder the personal messages they have represented.

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This segment features students exploring elements and principles of design, using technology. The theme of a digital nomad is developed so that students can create a cyber-identity that parallels their real identity.In Summerteams of subject experts wrote additional subject-specific examples to help teachers combine the teaching of reading, writing and oral communication skills with their subject content.

Subject Specific Resources Summer These subject specific resource documents are intended to: blend the teaching of subject content and literacy skill development. Considerations When Using These Resources Based on the students' background knowledge and current level of performance, teachers select an appropriate instructional approach. The approaches are not intended to be sequential or interdependent; however when one approach must precede another, specific direction is provided.

Resources have been carefully labeled for their intended use. Teacher Resources should not be used with students without careful review and necessary revision. Where sample student answers have been included, they may illustrate student misconceptions about a topic and thus become an opportunity for teaching.

Each subject association has taken responsibility for the accuracy of the content and has ensured that the recommended instructional approaches and resources are appropriate for students in grade 7 to 9.

Copyright OBEA. All rights reserved. Last update: July 26, A key component of effective literacy programs is the widespread use of strategies by school staff. It is important for staff to use common language in literacy strategy instruction. It is especially important for teachers of Applied and Open classes to help students understand the subject-specific codes and conventions that they will encounter in science, history, family studies, etc.

In fact, revised curriculum documents explicitly mention the need to teach literacy skills:. Selections are previewed and practiced by the teacher. A clear purpose for the read-aloud is established. Teachers model fluent oral reading when they read the text. Teachers are animated and used expression. Teachers stop periodically and thoughtfully questioned the students to focus them of the specifics of the text. Connections are made to independent reading and writing. It is challenging for students to admit that they struggle with literacy; ensure an environment which allows for open, honest dialogue from all students.

Data collected through reliable diagnostic tools should inform a teacher's instruction. Clearly communicate expectations to students through learning goals, success criteria, and descriptive feedback. Students need to be taught to be strategic, thoughtful, and effective readers who actively choose which reading strategies to apply to which contexts.

Discussion and small-group support may be necessary before asking students to independently complete reading tasks especially as reading becomes more complex in secondary classes. THINK: access, manage, create and evaluate information in order to think imaginatively and critically to solve problems and make decisions, including those related to issues of fairness, equity and social justice.

These short documents focus on demonstrating effective practices in the classroom with a focus on common challenges in literacy. Once educators have done diagnostic work to determine student strengths and needs, "fix-up" strategies are needed. They become effective communicators in an idea-fuelled and information-driven world. Want more research on effective practice?

Topics include literacy based strategies -- Reading Fluency, Vocabulary Development -- but also expand to numeracy, inquiry-based learning and other pedagogical approaches.

Its applications and adaptations can help open doors to previously inaccessible learning opportunities for many children with special needs Judge, " p. In Ontario, many of these tech tools are provided, at no charge, to students.

The voice can be customized multiple choices and accents are provided as it is a global market ; students are able to create their own, printable dictionaries standard and pictorial and vocabulary lists; a prediction tool helps with spelling; and students can directly search terms that may not be clearly defined in the reading. Files are editable, so that students can also write tests and compose their own writing on computers. Word Q and Speak Q : these programs suggest words and read aloud words for students while sitting overtop their regular software programs.

Especially useful for those with challenges with spelling and auditory processing. Dragon Naturally Speaking : speech recognition software which allows students to dictate their notes, tests, essays, etc. Students can train the software to recognize their voice and essentially allows students to run their computer programs using their voice, which is significant for those with processing delays or students having difficulty writing. Students can interact with the software through their tablets or interactive devices, allowing teachers to collect data and provide immediate feedback to students.

Smart Ideas : SmartBoards and the software, Smart Ideas, allows students to actively engage with a touchable and computer-like, interactive whiteboard screen. The package is engaging, collaborative in nature, and appeals to multiple modalities in students.Curriculum connections make learning more meaningful for students. When students see the connections between individual subject areas, the material becomes more relevant. When these kinds of connections are part of planned instruction for a lesson or a unit, they are called cross-curricular, or interdisciplinaryinstruction.

In conjunction with the literacy standards for other disciplines, the CCSS suggest that students, starting in sixth grade, read more nonfiction than fiction. By grade eight, the ratio of literary fiction to informational texts nonfiction is 45 to By grade 12, the ratio of literary fiction to informational texts drops to 30 to The rationale for lowering the percent of literary fiction is explained in the Key Design Considerations page of the CCCS, which refers to:.

Therefore, the CCSS advocates that students in grades eight through 12 must increase reading practice skills across all disciplines. Centering student reading in a cross-curricular curriculum around a particular topic content area-informational or theme literary can help make materials more meaningful or relevant. Examples of cross-curricular or interdisciplinary teaching can be found in STEM science, technology, engineering, and math learning and the more recently coined STEAM science, technology, engineering, arts, and math learning.

The organization of these subject areas under one collective effort represents a recent trend toward cross-curricular integration in education. The cross-curricular investigations and assignments that include both humanities such as ELA, social studies, and arts and STEM subjects highlight how educators recognize the importance of creativity and collaboration, both skills that are increasingly necessary for modern employment.

As with all curriculum, planning is critical to cross-curricular instruction. Curriculum writers must first consider the objectives of each content area or discipline:.

There are four ways that cross-curriculum units can be designed: parallel integration, infusion integration, multidisciplinary integration, and transdisciplinary integration. A description of each cross-curricular approach with examples is listed below. In this situation, teachers from different subject areas focus on the same theme with varying assignments.

An example involves integrating the curriculum between American literature and American history courses. For example, an English teacher might teach "The Crucible" by Arthur Miller while an American history teacher teaches about the Salem witch trials. By combining the two lessons, students can see how historical events can shape future drama and literature.

This type of instruction is beneficial because teachers can maintain a high degree of control over their daily lesson plans. The only real coordination involves the timing of the material. This type of integration occurs when a teacher infuses other subjects into daily lessons.Literacy, numeracy and digital competence are mandatory skills across all areas of learning and experience and will need to be considered within all curriculum design.

It will be the responsibility of all teachers, across all curriculum areas, to develop and ensure progression in these skills. To ensure that learners develop high levels of competence in these skills and have frequent opportunities to develop, extend and apply them across all areas, the National Literacy and Numeracy Framework and the Digital Competence Framework have been refined and continue to be available as supporting guidance.

You will notice structural changes to the frameworks with the skills now in progression steps in line with the Curriculum for Wales guidance.

The content has also been updated to ensure consistency of approach with the new curriculum.

Cross-curricular skills frameworks

The National Literacy and Numeracy Framework and the Digital Competence Framework are for all learners and have been designed to include a set of expectations for all children in Wales.

Both frameworks have been developed to include skills based on the Routes for Learning Routemapwhich represents the earliest stages, or foundations of learning.

Routes for Learning materials support practitioners in assessing the early communication and cognitive skills of learners with profound and multiple learning difficulties PMLD. To date we have not made any changes to these early precursor skills within the frameworks.

We intend to review this aspect of the frameworks later this year, and publish updated versions in Spring Cymraeg Search Site. Home Curriculum for Wales Cross-curricular skills frameworks. Overview Literacy, numeracy and digital competence are mandatory skills across all areas of learning and experience and will need to be considered within all curriculum design.

Literacy and Numeracy Framework. Literacy and Numeracy Framework xlsx 54 Kb This file may not be accessible. Request a different format If you need a more accessible version of this document please email digital gov. Please tell us the format you need. If you use assistive technology please tell us what this is. Literacy Framework pdf Kb This file may not be accessible. Numeracy Framework pdf 92 Kb This file may not be accessible.

Digital Competence Framework. Digital Competence Framework xlsx 67 Kb This file may not be accessible.

Intermediate Senior Visual Arts

Digital Competence Framework pdf 82 Kb This file may not be accessible. Routes to literacy, numeracy and digital competence The National Literacy and Numeracy Framework and the Digital Competence Framework are for all learners and have been designed to include a set of expectations for all children in Wales. Routes to literacy pdf 69 Kb This file may not be accessible. Routes to numeracy pdf 48 Kb This file may not be accessible.And the Cards will have to make the playoffs.

Could all that happen. Like Winston, Mariota passes the eyeball test. Any run the Titans might make in 2017 will be due to his superb play. Because quarterbacks dominate MVP races, he should not be overlooked. Newton was not good in 2016. And look at this price.

think literacy cross curricular approaches grades

Way back in the year 2000 a sophomore Eagles quarterback named Donovan McNabb finished second in MVP voting. Could history repeat itself in 2017. Toss a C-note down and become legend.

Not since Lawrence Taylor in 1986 has a defensive player seized the MVP. JJ Watt and Von Miller have been in the conversation in recent years. Perhaps this is the year a stud pass rusher crashes the QB party.

Mack is an absolute monster and definitely worth a flier. Probably somewhere in between. It will be interesting to see how the Panthers utilize their dual-threat rookie. Will Cam stop running and check-down more. How will the carries be split between McCaffery and Jonathan Stewart. The kid looked good in the preseason, but he was far from spectacular.

Competency \u0026 Cross-Curricular Approaches to HPSD Education Friday 14 December 2018

Cook is a more dynamic playmaker than McCaffery, and his role at this point is more certain. The opportunities will be there for the ex-Seminole to make an immediate impact on an offense lacking impact players. When Blake Bortles and Chad Henne are the quarterbacks, running the ball should be a priority. But these are the Jags. Trusting them to do the smart thing is risky.

think literacy cross curricular approaches grades

His upright style results in a lot of hits and that leads to nagging injuries. Watson has ability, but as long as Tom Savage is ahead of him on the depth chart, the former Clemson Tiger should be avoided. Hue Jackson deserves credit for biting the bullet and naming Kizer the Week 1 starter.

The question is does Kizer possess the maturity to handle the job.This predicate is specified as a (possibly nested) JSON list whose first element is an operator and the rest of the elements its arguments. Here's an example of a filter specification to choose only those rows whose field "000002" is less than 3. Note how you're not limited to two arguments. It's also worth noting that for a filter like that one to be accepted, all three fields must have the same optype (e.

The field operator also accepts as arguments the field's name (as a string) or the row column (as an integer). If you have duplicated field names, the best thing to do is to use either column numbers or field identifiers in your filters, to avoid ambiguities. Besides a field's value, one can also ask whether it's missing or not.

think literacy cross curricular approaches grades

These are all the accepted operators: To be accepted by the API, the filter must evaluate to a boolean value and contain at least one operator. So, for instance, a constant or an expression evaluating to a number will be rejected. Once a dataset has been successfully created it will have the following properties.

This is the date and time in which the dataset was created with microsecond precision. It can contain restricted markdown to decorate the text. It has an entry per each field type (categorical, datetime, numeric, and text), an entry for preferred fields and an entry for the total number of fields.

That is the total number of fields including those created under the hood to support text fields. Each entry includes the column number, the name of the field, the type of the field, and the summary. In a future version, you will be able to share datasets with other co-workers or, if desired, make them publicly available. This is the date and time in which the dataset was updated with microsecond precision.

Dataset Fields The property fields is a dictionary keyed by each field's id in the source. Each field's id has as a value an object with the following properties: Numeric summaries come with all the fields described below.

think literacy cross curricular approaches grades

If the number of unique values in the data is greater than 32, then 'bins' will be used for the summary. If not, 'counts' will be available. Categorical summaries give you a count per each category and missing count in case any of the instances contain missing values. Text summaries give statistics about the vocabulary of a text field, and the number of instances containing missing values.

Before a dataset is successfully created, BigML. The dataset goes through a number of states until all these analyses are completed.

Through the status field in the dataset you can determine when the dataset has been fully processed and ready to be used to create a model. It includes the total row-format errors and a sampling of the ill-formatted rows. Thus when retrieving a dataset, it's possible to specify that only a subset of fields be retrieved, by using any combination of the following parameters in the query string (unrecognized parameters are ignored): Fields Filter Parameters Parameter TypeDescription fields optional Comma-separated list A comma-separated list of field IDs to retrieve.

To update a dataset, you need to PUT an object containing the fields that you want to update to the dataset' s base URL. Once you delete a dataset, it is permanently deleted.

If you try to delete a dataset a second time, or a dataset that does not exist, you will receive a "404 not found" response. However, if you try to delete a dataset that is being used at the moment, then BigML. To list all the datasets, you can use the dataset base URL.

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By default, only the 20 most recent datasets will be returned. You can get your list of datasets directly in your browser using your own username and API key with the following links. You can also paginate, filter, and order your datasets.

Imagine, for example, that you collect data in a hourly basis and want to create a dataset aggregrating data collected over the whole day.

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