My. Read – Classroom Organisation. Overview. Working in small groups. Group Size. Cooperative Learning Strategies. Learning Role Cards. Role of parents/carers in the classroom.

Working in small groups. Small group work is one way of ensuring active participation of students.

Through talk students are able to personalise. It is important to change student groupings frequently.

1. Cracking the Code of Life. NOVA chronicles the race to reach one of the greatest milestones in the history of science: decoding the human genome.
2. There are a number of different ways of making codes. The children seem to enjoy doing this kind of activity, and when they understand the idea, they can make up.
3. Crack the code and learn! Secret code for kids math activity.

Many teachers. group students according to interests and skills to be developed. Mixed. ability grouping of students is also valuable in supporting the participation. Scaffolding of participation through, eg. Group Size. The My. Read guides are intended for one or all of the following: the regular whole class independent small group workteacher- guided small groups. When using small groups, four is the optimum size to manage student learning.

For additional lessons, we recommend that you start your search at one of the Education World links listed below: Lesson Plans by Subject.

When a group is withdrawn. Underperforming students are often identified for . All of the gains made in the small group may be lost. Working in small groups using cooperative learning strategies supports. There are many publications which include a range of cooperative learning. A selection of strategies which have been.

Spy kids must be able to secretly exchange messages. Easily create secret codes for kids with this build-your-own cypher wheel.

My. Read guides are included here. Think Pair Share. Placemat and Round Robin. Jigsaw. Numbered Heads. PMIGraphic Organisers. Effective Listening.

Think Pair Share. Think Pair Share is a cognitive rehearsal structure that can be used. Think Pair Share The teacher sets a problem or asks for a response to the reading. The students think alone for a specified time.

The students form pairs to discuss the problem or give responses. Some responses may be shared with the class. Explicit discussion about the rights and responsibilities of speakers.

To help the students establish effective speaking and listening. Teachers monitor the children’s interactions and draw attention. Placemat and Round Robin. This activity is designed to allow for each individual’s thinking. Form participants into groups of four.

Allocate one piece of A3 or butcher’s paper to each group. Ask each group to draw the diagram on the paper. The outer spaces are for each participant to write their thoughts. Conduct a Round Robin so that each participant can share their views. The circle in the middle of the paper is to note down (by the nominated. Each group then reports the common points to the whole group. Round Robin. Students give their opinions verbally around the circle or group.

All. members contribute equally. Jigsaw. This activity is characterised by participants within a cooperative group. Before presenting and teaching to the cooperative group, students. Expert Groups, comprised of individuals from different. Together, expert partners study their topic and plan effective ways. Adobe Dreamweaver Cs4 Incl Keygen Crack here.

One way of teaching is for the expert group to display their information. Participants return to their cooperative groups and then take their.

Gallery Tour (walk around the room) to each display. Or participants can return to their cooperative groups and teach all. Numbered Heads. Students are numbered off by the teacher, eg 1- 6 or three or four or. This is useful for organising. PMIA PMI (Plus, Minus, Intriguing). What I liked. Pluses (+) What I didn’t like.

Minuses (- ) What I thought was intriguing. Questions or thoughts  Graphic Organisers. Concept Webs. Concept webs encourage learners to visually record their learning through. The process establishes connections. The centre circle contains the main concept, problem or topic. Linking. ideas or solutions are recorded in the outer circles through the use of.

Lines may be added to link the connecting circles to each other. Images and colours may also be used. T Charts. T Charts are used to examine a particular problem or issue. T Chart (cause and effect)T Chart (problem/solution)T Charts and Effective. Listening. To explore effective listening skills, ask students to complete a T Chart. The charts may be displayed and used as a reference point. Y Charts. Y Charts are an extension of T Charts.

Venn Diagram (comparison)Venn diagrams support students to identify similarities and differences. The similarities are recorded in. The differences are recorded in the. Learning Role Cards. For successful small group work: organise students into groups of four to ensure participationdeal out Role Cards for effective role demarcation through assigned. Functional Role card and a Learning.

Role cardthe Learning Role cards are used to scaffold the discussionnote that every group member must take on the role of Encouragerexplicit teaching and modelling of roles are important. These role cards are also available in printable Microsoft.

Word fomat. Functional Role Cards. FUNCTIONAL ROLEENCOURAGER and SCRIBEwrites and reports group ideas; is not a gatekeeper. Record all ideas. Don’t block. Seek clarification. Write. Write. Write.

Report. FUNCTIONAL ROLEENCOURAGER and STORE KEEPERlocates, collects and distributes resources. Get all the materials for the entire. Collect worksheets from the teacher. Sharpen pencils. Tidy up*Allowed to leave your place without.

FUNCTIONAL ROLEENCOURAGER and COPreads instructions and directs participation. Read the instructions. Call for speakers. Take turns. Call for votes. Count votes. State agreed position. FUNCTIONAL ROLEENCOURAGER and SPYsummarises findings and trades ideas with. Check up on other groups.

Trade ideas with other groups. Summarise findings*Allowed to leave your place when directed by the teacher. Learning Role Cards (Based on the Four Roles/Resources. Reader)LEARNING ROLECODE BREAKERHow do I crack this code?

What words are interesting, difficult. How did you work them out? What words have unusual spelling? What words have the same sound or letter. What words have the same base word or. What words mean the same (synonyms)?

What smaller word can you find in this. What words are tricky to pronounce? How is this word used in this context? What different reading strategies did. Are the pictures close ups, mid or long.

Are the pictures high angle or low angle? Were there any word pictures, eg similes. How did you work them out?

LEARNING ROLEUSERWhat do I do with this text? What sort of text is this? How do you know? How can you find information in this. How did the author start this text? Why? If you wrote a text like this what words. How is the language the same/ different.

Could the text help solve a real life. If you were going to put this text on. What is the purpose of this text?

Could you use these ideas in a poem. What words or. phrases give you this idea? What are the characters thinking and. How do you know? What message is the author presenting? What are the main ideas presented? What do the pictures (graphs, diagrams. Do they fit in with the text and do.

What did you feel as you read this part? Describe or draw a picture of a character. LEARNING ROLEANALYST (INVESTIGATOR)What does this text do to me? Is the text fair?

What would the text be like if the main. Consider. different race and cultural backgrounds too. How would the text be different if told. How would the text be different if told.

Why do you think the author chose this. Think about why the author chose particular. Are there stereotypes in the text? Who does the text favour or represent? Who does the text reject or silence?

How does this text claim authority? Stalker Soc All Lost World Mod Mc there. Who is quoted? Role of parents/carers in the classroom. It is important for schools to foster a culture of two- way communication. Effective parent partnerships. Traditionally some parents/carers provide classroom support to the school. Teachers now acknowledge that when parental/carer help. When schools involve parents/carers in the reading program teachers should.

Zone of Actual Development (ZAD) of students. Parents/carers. can then concentrate on engaging students in the text and making reading. Text Participant role. When texts. are within the ZAD, laboured . The parents and the students will have more positive perceptions. References. Bellanca J. Blueprints for Thinking in the Cooperative.

Classroom. Australia: Hawker Brownlow Education. Bennett B., Rolheiser C. Where Heart Meets Mind. Canada: Educational Connections.