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Hello Ruby

Hello Ruby
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220 Sight Word Practice Pages - Mr. Mattie This new teaching resource includes 220 worksheets focusing on Dolch Sight Words. The whole resource is divided into five groups: pre-kindergarten sight words, kindergarten sight words, first grade sight words, second grade sight words and third grade sight words. Each of these sections is arranged alphabetically. You can see a few of the practice sheets below. You can download 10 sample worksheets here. I hope you like them and decide to get the whole resource for US $4.00. Once you make the purchase, you’ll receive an automatic e-mail with a download link to get the pdf version of the purchased teaching resource(s).

Computational Thinking - CSTA The purpose of the CSTA Computational Thinking Task Force is to inform and advise CSTA about current developments in computational thinking (CT) and to explore and disseminate teaching and learning resources related to CT. The Task Force will recommend possible projects and directions, and keep the CSTA Board apprised of new developments and initiatives, possible projects for CSTA. Task Force Members: Irene Lee, Chair (Santa Fe Institute, Project GUTS) Fred Martin, Co-Chair (University of Massachusetts Lowell) J. Philip East (University of Northern Iowa) Diana Franklin (University of California, Santa Barbara) Shuchi Grover (Stanford University) Roxana Hadad (Northeastern Illinois University) Joe Kmoch (University of Wisconsin-Milwaukee) Michelle Lagos (American School of Tegucigalpa) Eric Snow (SRI) Computational Thinking Interview Series Computational Thinking Resources Computational Thinking Flyer Click here to download. Research Notebook: Computational Thinking-What and Why?

SCRATCH Junior, des missions ludiques et créatives pour initier vos élèves au codage. - L'Atelier Canopé 78 – Marly-le-Roi Cet ensemble de documents a été réalisé dans le cadre du laboratoire des usages « Robotique et programmation » du réseau Canopé, et utilisé pour la première fois à l’occasion d’une formation « Atelier Vacances » à l’Atelier Canopé des Yvelines, Marly-le-Roi, puis lors d’autres formations "Initiation Scratch Junior" à l’intention de professeurs du 1er degré (GS, cycles 2 et 3). Les cartes « Missions » Des « missions » de type « scénario » (petit dessin animé) sont proposées aux stagiaires. Chacune des missions consiste à réaliser un programme avec Scratch Junior, en s’appuyant sur une animation vidéo qui montre le déroulement de ce programme. Les 28 missions sont réparties en 4 catégories, correspondant à des niveaux de difficulté croissante : jaune, bleu, magenta, vert. Exemple de vidéo, mission 8 de niveau bleu Pour chaque niveau, le stagiaire a à sa disposition une fiche « Missions » comportant un choix de plusieurs missions avec leur QRcode, avec pour chacune : « Devinettes »

Upcoming events by Blether Tay-Gither (Dundee Storytelling Group) for stories, storytellers, storytelling Blether Tay-gither generally meets on the last Tuesday of each month throughtout the year. We often hold additional special storytelling events and workshops during the year. All our forthcoming events are listed below. To be kept updated of new events, sign up to our mailing list at the bottom of the page. September 2014 - Where No Tae Go! Our September storytelling theme is "Where No Tae Go" so please feel free to share a story, poem, or song! Tuesday 30th September 7:00pm - 9:00pm 7 - 9pm, Tuesday 30th Sept Burgh Coffee House, 70 Commercial St, Dundee DD1 2AP Cost: £3 suggested donation October 2014 - Stina Fagertun (SISF event) We're delighted to be back at the Unicorn as part of the Scottish International Storytelling Festival (SISF) where we will be joined by special guest Stina Fagertun from Norway. Tuesday 28th October 7:00pm - 9:00pm HMS Frigate Unicorn Victoria Dock, Dundee DD1 3BP Cost: £5 (booking required) Contact: Robbie (

5 places where any kid can learn how to code “The kids of today tap, swipe and pinch their way through the world. But unless we give them tools to build with computers, we are raising only consumers instead of creators,” says programmer Linda Liukas. That’s why parents and teachers should introduce coding as a creative act — a playful form of making that requires imagination, bravery and perseverance. 1) Hello Ruby Hello Ruby is a whimsical website (and book!) 2) teaches students the basics of programming through a free series of guided exercises — and is one of several resources on this list to be recommended by the TED Technology Team. 3) Scratch Created and maintained by the Lifelong Kindergarten Group at MIT’s Media Lab, Scratch is a both a programming language and an evolving community of young coders. 4) Girls Who Code Will the next generation of computer scientists include more Ada Lovelaces? 5) CS Unplugged Even a Waldorf school can get excited about these computer science teaching tools.

20 Tools for Teaching Vocab. – Literacy with Miss P If you’ve read my posts about building vocabulary and spelling in a reading rich curriculum, you’ll know that I am keen on instilling a love of reading, an interest in the etymology of words and an inquisitive nature about word origins and meanings. I believe the teaching of spelling and vocabulary should be through fun, engaging activities that excite and inspire children. In no particular order, here’s my run-down of my top 20 online tools for teaching vocabulary (which you can also download as a handy 2-page word document or PDF): Vocabulary Ninja is a fantastic website full of useful resources, word banks and games. If you have any other suggestions of useful vocabulary resources – please add them to the comments box below!

Pre-K Computer Programming | Primo Toys Written by Primo Toys’ CEO and Co-founder Filippo Yacob, originally posted on EdSurge. It sounds like a paradox. How can you teach computer programming without a screen? Computer programming is a term synonymous with coding, after all. Text, letters, syntax, arranged in meaningful sequences that give machines instructions. We code with our keyboards and we see code on our screens. But there is a clear distinction between coding and computer programming, and an even greater distinction between coding and computational thinking, the logical foundations of computer programming. Before I argue why, though, I need to make something clear. It’s for these reasons that at the end of last year, the American Association of Pediatricians (APP) revised its historically inflexible policy recommendation on screen time for the young. Reliable evidence to support a strict anti-screen stance for children is hard to come by. But not all screen-based learning is adequate.

StoryStorm Elements of storytelling frequently appear in research, from the germ of new project ideas, and the creation of hypotheses, to development through design processes, and towards new products and services. We also use storytelling for communication of our work, to peers, end users, the wider public and organisations. These stories appear in many guises, navigating tradition forms of writing, practice and critical enquiry, and creating wholly different experiences accessible in a new era of distribution. This one-day workshop will identify and map the range of conscious and unconscious storytelling tools adopted in all stages of research, including design processes (e.g. Personas and Scenarios, Forum Theatre, and Design Fictions) and artifacts (e.g. Workshop Aims

Scratch - For Parents What is the age range for Scratch? While Scratch is primarily designed for 8 to 16 year olds, it is also used by people of all ages, including younger children with their parents. What resources are available for learning Scratch? If you’re just getting started, there’s a step-by-step guide available inside Scratch, or you can download the Getting Started guide (PDF). The Scratch Cards provide a fun way to learn more. For an overview of Scratch resources, see Scratch Help. What is the Scratch online community? When participating in the Scratch online community, members can explore and experiment in an open learning community with other Scratch members from all backgrounds, ages, and interests. What are the guidelines for the Scratch online community? The MIT Scratch Team works with the community to maintain a friendly and respectful environment for people of all ages, races, ethnicities, religions, sexual orientations, and gender identities. What is your privacy policy?

30 years of Willy the Wimp | Children's books We first met Anthony Browne's Willy the Wimp in 1984 – 30 years on and this delightful chimp has starred in many books and won his creator a host of prizes. Now to celebrate the anniversary and his new book Willy's Stories, Anthony Browne shares some insights into why he brought Willy into the world. Also see The Art of Anthony Browne and 30 years of Willy the Wimp exhibition runs at the Illustration Cupboard Gallery in London until 20 September 2014 plus find this fabulous Willy the Wimp video. We have five signed copies of Willy's Stories to giveaway.

Computational Thinking Lesson Overview For this activity, no instructions are provided. Instead, students will use examples of what imaginary players have done to figure out how to play the game. This lesson gives students the opportunity to practice the four arts of computational thinking (decomposition, pattern matching, abstraction, and algorithms) in one cohesive activity. Lesson Objectives Students will: Analyze information to draw conclusionsMatch identical portions of similar phrases to match patternsIdentify differences in similar phrases and abstract them out Getting Started (15 min) 1) Vocabulary This lesson has four new and important words: Algorithm - Say it with me: Al-go-ri-thm A list of steps that you can follow to finish a task Decompose - Say it with me: De-com-pose Break a problem down into smaller pieces Abstraction - Say it with me: Ab-strac-shun Pulling out specific differences to make one solution work for multiple problems 2) Figuring it Out Activities: (25 min) 3) Computational Thinking 1.

Call For Participation - StoryStorm Important Dates March 10th, 2014: Submissions dueEXTENDED DEADLINE! March 21st, 2014: Submissions dueMarch 31st, 2014: Participants notifiedJune 22nd, 2014: Workshop held in Vancouver, Canada The very act of communication is fundamentally an act of storytelling and so the stories we fashion about ourselves to make sense of our life experiences are intrinsically linked to our identity and sense of self (Bruner, 2002), nation, and shape our understanding of the world. Applications We welcome applications from multidisciplinary researchers and practitioners across HCI, UX, design, art, psychology, design ethnography, and from the worlds of design, art, film, photography, or storytelling. Submission Guidelines Interested participants should provide either a positioning paper in CHI Extended Abstract format (maximum 4 pages, pdf) or a storytelling artifact (e.g. visual, film, object, documented performative evidence). Submissions will be reviewed by the workshop organizers. Attendance

Girls Who Code Girls Who Code works to close the gender gap in technology. Our free programs educate, inspire, and equip girls to pursue opportunities in technology. | Free Summer Programs & Clubs