Tips for Handwriting This page will focus on tips to improve handwriting. Area of Concern: Writes too large provide boxes for each word or individual letter as necessary use dotted lined paper with a middle line highlight the boundaries for writing, for example, the area between the dotted middle line and the bottom writing line Area of Concern: Writes too small work on a vertical surface to encourage larger arm movements, for example, chalkboard, easel, paper taped to wall make posters encouraging the child to write big use boxes that eventually get larger in size Area of Concern: Writes too light 91 Ways to Respond to Literature undefined 91 Ways to Respond to a Book 1.WRITE THE STORY IN THE BOOK FROM A DIFFERENT POINT OF VIEW. Take an entire story (or part of it) and write a version as someone else would tell it. 2.WRITE THE DIARY A MAIN CHARACTER MIGHT HAVE WRITTEN.
Project-based learning, the USA and Authentic Video in the EFL classroom The Globe Trekker/Pilot Guides video collection is a treasure trove for any English teacher. It encompasses extensive material from every corner of the world, and especially English-speaking countries are lavished with attention. Australia, Canada, Scotland, Wales, Ireland, England – you name it. Online English Course - Index Page Course 2 - Elementary Unit 15 - Quantifiers: Some / Any Unit 16 - Quantifiers: Much / Many / A Lot of Unit 17 - Quantifiers: A Few / A Little Unit 18 - Possessives Unit 19 - Modal Verbs - Can / Can't Paul V. Sherlock Center on Disabilities Adapted Lessons | Create Your Own | Resource Library Home Adapted Literature - Now Fully Searchable! Below is a list of Adapted Literature available through the Sherlock Center Resource Library. These resources are provided for teachers to help students with severe disabilities participate in the general curriculum. Please limit the use and distribution of these materials accordingly. Printed color notebook copies of adapted literature are available for loan through the Sherlock Center Resource Library.
#.VAeQjtGI70M This is a guest post from Beth Holland of EdTechTeacher.org, an advertiser on this blog. Whether you teach elementary, middle, or high school, a common challenge exists: finding non-fiction content at reading level. This is an especially pressing concern for teachers incorporating the CCSS Standards into their curricula. Given that varied reading levels may exist within a single class, it can seem virtually impossible to have all students access the same content in a way that allows them to comprehend the material. Creating differentiated reading groups may seem equally unrealistic since it is impossible for a teacher to work with multiple students or groups all at the same time.