#teachingmaterials

[mayankkumar]

Inspire Learning Browse Teachers Pay Teachers [2024]

Discover a treasure trove of educational resources on Teachers Pay Teachers! From lesson plans to worksheets, find everything you need to enrich your teaching experience. Join the community today!

[printablesdandelion]

The Importance of Sight Words Worksheets: Building the Foundation for Reading Success

Introduction

Sight words, also known as high-frequency words, are the most commonly used words in the English language. These words often do not follow regular phonetic patterns and cannot be easily decoded. Teaching children to recognize sight words by sight is essential for developing reading fluency and comprehension. Sight words worksheets provide a structured and effective method to introduce, practice, and reinforce these critical words. In this article, we will explore the importance of sight words worksheets in building a strong foundation for reading success.

Improving Reading Fluency

Reading fluency is the ability to read with accuracy, speed, and expression. Sight words worksheets focus on repetitive exposure to high-frequency words, enabling children to recognize and read them effortlessly. By practicing sight words through worksheets, children become familiar with these words, which enhances their reading speed and automaticity. Fluency in recognizing sight words allows young readers to devote more attention to understanding the overall meaning of the text, leading to improved reading comprehension.

2. Enhancing Vocabulary and Comprehension

3. Building Confidence and Motivation

Learning sight words through worksheets offers a structured and measurable approach to mastery. As children progress through different levels of sight words, they experience a sense of accomplishment and build confidence in their reading abilities. The visual and interactive nature of sight words worksheets keeps children engaged and motivated, as they can actively participate in activities like word searches, fill-in-the-blanks, and matching exercises. The incremental progress they make on their sight word journey reinforces their confidence, encouraging them to take on more challenging reading tasks.

4. Supporting Independent Reading

Sight words are frequently encountered in early reading materials, such as leveled readers and beginning storybooks. By mastering sight words through worksheets, children acquire the skills necessary for independent reading. Recognizing sight words instantly allows young readers to focus their energy on decoding unfamiliar words and comprehending the overall text. The ability to independently read and understand sight words empowers children to engage with age-appropriate books and develop a love for reading.

5. Establishing a Strong Foundation for Literacy

Sight words serve as building blocks for reading and writing proficiency. Mastery of sight words lays the foundation for more advanced reading skills, such as phonics, decoding, and comprehension. Sight words worksheets provide a structured framework for introducing and reinforcing these foundational words, ensuring that children have a solid base on which to build their literacy skills. As children progress in their reading journey, their mastery of sight words will continue to support their development as confident and competent readers.

Conclusion

Sight words worksheets play a crucial role in developing reading fluency, enhancing vocabulary, and building a strong foundation for literacy skills. These worksheets provide targeted practice and repetition, allowing children to recognize and internalize high-frequency words effortlessly. By incorporating sight words worksheets into early reading instruction, we equip children with the tools they need to become proficient readers. As they gain confidence in reading and understanding sight words, children develop a solid foundation for lifelong literacy, opening doors to knowledge, imagination, and a world of opportunities.

Get Sight Words Worksheets

[tefllemon-blog]

Inclusive materials in ELT with Tyson Seburn

Interview with Tyson Seburn: Inclusive materials in ELT and LGBTQ+ narratives in ELT classrooms 

Join me for an another insightful FRESH CHAT with Tyson Seburn, a prominent voice in the field of English Language Teaching (ELT), as we delve into the critical topic of inclusivity and representation in ELT classrooms and textbooks. 

In this interview, Tyson shares his perspectives on the current state of ELT materials, highlighting the significant gap in resources that reflect diverse and queer identities. 

 📚 Topics Covered: 

 - The importance of inclusive and queer representation in language learning 

- Challenges faced by educators in incorporating diverse materials 

- The impact of inclusive content on student engagement and learning outcomes - Strategies for creating and sourcing inclusive ELT resources 

- Tyson's personal experiences and insights from his work in the field 

 👥 About Tyson Seburn: 

Tyson Seburn (MA EdTech & TESOL, University of Manchester) is a lecturer in and assistant director of an EAP foundation year at the University of Toronto and tutor on Oxford TEFL Barcelona’s Trinity DipTESOL course. He has volunteered on local and international teacher association committees, most recently as IATEFL TDSIG Coordinator. 

His personal and professional experiences inspired his interest in Queer and racialised ELT experiences, and thus ways to better practices and materials. He discusses critical and inclusive pedagogies via his online spaces (fourc.ca and @seburnt). 

He is author of Academic Reading Circles (2015) and How to Write Inclusive Materials (2021). 

TESOL course: 

TEFL Lemon offers an online 180-Hour Higher Certificate in TESOL, which is fully accredited by ACTDEC. Module 19 on our twenty-module course is all about Cultural Awareness, something all TEFL teachers must have, as we are teaching language to people all over the world. Having an understanding of cultural diversity is an essential part of what we do, so much so, that we have dedicated a full module to it, as well as focusing on what is is like living and teaching abroad. 

Our TESOL course improves and grows month-by-month, and this interview with Tyson will be added to Unit 19 in the supplementary videos section. 

To take our course and get 20% OFF the cost, go to this link and use our discount coupon below: https://www.tefllemoncourses.com/checkout/Course/20305 

20% OFF coupon: BIG20 

📢 Connect with Us: 

Twitter: TEFLlemon 

Facebook: https://www.facebook.com/TEFLlemon/ 

Instagram: https://www.instagram.com/TEFL_Lemon 

#ELT #InclusiveEducation #QueerRepresentation #TysonSeburn #LanguageTeaching #DiversityInEducation #TeachingMaterials #LGBTQ #Education

[proofmyprofession]

Teaching Materials

Hard Edge - Paper Compositions

One arttheory lesson about the Hard Edge movement, and one assignment inspired by that and Larry Zox.

Given on: 7-12-2020

On this page you will find a collection of inspirational content I used to create this lessons. Here I share the (finished) lesson, lessonplan and assignment.

[learnenglishwithjulia]

Teaching Pronunciation

Lesson Planning/resources Diary submitted by Adam Mc M, Valencia Teaching Pronunciation. Each region of the world comes with its own difficulties when trying to teach pronunciation in English. With native Spanish learners there are a few common difficulties to encounter such as words that start with ‘s’ (they tend to put an ‘e’ before it to make it easier for themselves) and especially ‘-ed’ endings which this reflective diary will focus on.   I would regularly have students come in, sit down in front of me, start speaking, make a mistake, have me correct them and then say, “No one has ever told me that!”. One of the most important parts of TEFL to me is teaching the differences between the students’ mother tongue pronunciation and English. After each lesson in which I would place emphasis on pronunciation, the student would return in the next lesson seeming more confident with their newfound knowledge and would even call out their own mistakes. This shows that their time spent on pronunciation was memorable for them and thus will help them remember which is correct in the future. The most frequently encountered problem with pronunciation was, “-ed endings”. This would usually take only a couple of minutes to explain and then we could move on. The student would then make a few more mistakes through habit. I would then refer them back to the table we used, and they would think about it and then continue using the correct form. I would also make this easier for audio-visual and kinaesthetic by getting them to put their and on their throat in order to feel and listen to the differences between voiced and voiceless consonants.  A reason for this gentle shift from speaking as they would in Spanish to English would be that they are moving from one linguistic system to another. First from their native language system, secondly to an interlanguage stage and then thirdly to the system of the students target language.  By teaching the target language’s system, the student will therefore make a translation between these stages until they are able to articulate themselves at a native level.  It seems to be that more focus should be put upon pronunciation in the EFL classroom. Although the results may not be immediately clear to teachers in every case, each student will make an eventual progression from their native articulation to that of their L2. Furthermore, from each encounter I have had in this area, the student will return thankful rather than angry that the teacher has corrected them. 

Read the full article

[jaymaqx]

"But, because we dared to challenge the Southern tradition of segregation, this school became, instead, a furnace that consumed our youth and forged us into reluctant warriors." MELBA PATILLO BEALS ON THE INTEGRATION OF LITTLE ROCK SCHOOLS Warriors Don't Cry (1994) . . . @mr.maqsood . . . #lifeofateacher #teacherinspiration #specialeducationteacher #teacherssupportteachers #teachingmaterials #teachertribe #teachwithlove #teachlikearockstar #msteacherloop #spedteacherloop #iteachela #iteachsped #speducators #teachergoals #phonicsinstruction  #iteachmiddleschool #teacherquotes #teachertools #publicschoolteachers #happyclassrooms #teachingstrategies #pakistaniteachers #teachingreading #classroomideas #studentcentered #teachermade #teachersfollowteachers (at New Jersey) https://www.instagram.com/p/B0_SdPPhvAf/?igshid=1mwe9pue1jjx8

[socialjusticeinschool]

A teacher’s opinion on limits of SJE...

In a survey conducted with 20 people teachers have been questioned about the limits of divers teaching material. These are their answers...

Limits of divers teaching material are...

“In some cases, it might be too complex on a political level to include Social Justice as a topic without it being the focus of teaching.”

“Social Injustice is a problem that cannot be solved by schools alone. But it is important to familiarize students with different perspectives and ways of living to teach mutual acceptance and empathy.”

“Social Injustice is also part of the educational system. Mostly, due to location and socio-economical background schools have access to more resources and higher quality teaching.”

“One cannot include everybody. There will always be people who feel excluded in some way. Also, there are very sensitive topics. By covering these topics certain people/groups/ minorities might feel uncomfortable.”

“Diverse teaching materials are a good starting point and can have a huge impact. However, just because you use diverse teaching material does not necessarily mean that you teach diversity and Social Justice. This is such a huge topic, and first teachers must be aware of that and reflect their own privileges.”

“Teaching material mirrors current discourses in the respective society, i. e. reproduces thoughts that are perpetuated anyways. Thus, textbooks do not contribute to new ideas. Of course, school material is never meant to proselytize as it is bound to the curricula set by the government.”

“Students might be confused (teachers should create an atmosphere in which different aspects can be discussed).”

“Kids can be cruel: make fun of certain aspects (e.g., homosexual couples) —> make other students feel uncomfortable who might be homosexual.”

[diceadmission]

Hurry now! Admission for B.Ed/M.Ed/JBT for session 2022-24 have started. Enroll to pursue a professional career in teaching To register click on the below👇 http://forms.gle/49spUH6axGHjVzZi7 For Admission Guidance 👇 Call : +91 9990612020 Email: admissiondice@gmail.com Or visit: www.diceadmission.com #bedadmission #bedadmissionfaridabad #bedadmission2022 #bedadmissionopen #admissionopen #admissionopen2022 #educationcourse #teachingcareer #teachingcourse #professionalteacher #getintoteaching #teacherspayteachers #teachingresources #teachingmaterial #careerinteaching #teachereducation #teachereducationprogram #admissionguidance #careercounseling #diceadmission https://www.instagram.com/p/CaP6qwDvMQo/?utm_medium=tumblr

[worldteachesl]

At Home Learning Schedule

Where Can I Find Teaching Materials and Schedules For Homeschooling?

If you are, keep in mind that you are not doing your children any favors at all. For kids to really be equipped for life, you should exploit the benefits of what homeschooling will permit you to accomplish and that is choosing your objectives and goals and setting the pace in relation to your childrenís specific needs. Sample…

[journeywithjosie]

Dinamika Rotasi & Kesetimbangan Benda Tegar | RESUME (BAGIAN 3)

KESETIMBANGAN BENDA TEGAR

PENGERTIAN

Kesetimbangan benda tegar adalah kondisi dimana momentum benda tegar sama dengan nol. Artinya jika awalnya benda tegar tersebut diam, maka ia akan tetap diam. Namun jika awalnya benda tegar tersebut bergerak dengan kecepatan konstan, maka ia akan tetap bergerak dengan kecepatan konstan.

Sedangkan benda tegar sendiri adalah benda yang bentuknya (geometrinya) akan selalu tetap sekalipun dikenakan gaya. Jadi sekalipun dia bergerak translasi atau rotasi bentuknya tidak akan berubah, contohnya meja, kursi, bola, dll.

SYARAT-SYARAT

Sebuah benda dikatakan setimbang jika memenuhi syarat-syarat. Syarat-syarat suatu benda dikatakan setimbang secara translasi yaitu resultan gaya yang bekerja pada benda itu bernilai nol.

Syarat Kesetimbangan Benda Tegar:

Resultan gaya  terhadap suatu titik sembarang sama dengan nol, yang dengan persamaan : ΣF = 0

Resultan momen gaya harus bernilai nol, yang dengan persamaan : Στ = 0

RUMUS

τ = r x F sin θ

Keterangan :

τ : torsi

r : jarak radial dari sumbu ke titik tangkap gaya

θ : sudut lancip antara garis-garis r dan F

JENIS-JENIS

Benda memiliki dua jenis kesetimbangan, yaitu sebagai berikut :

1. KESETIMBANGAN DINAMIS

Kesetimbangan dinamis dikelompokkan menjadi dua, yaitu :

Kesetimbangan Translasi, terjadi apabila benda bergerak dengan percepatan linier nol (α = 0)

Kesetimbangan Rotasi, terjadi apabila benda bergerak dengan kecepatan sudut tetap atau percepatan sudut nol (α = 0)

2. KESETIMBANGAN STATIS

Kesetimbangan statis dikelompokkan menjadi tiga, yaitu :

Kesetimbangan Stabil : kesetimbangan yang terjadi pada benda yang apabila dipengaruhi gaya akan kembali ke posisi semula, begitu gaya dihilangkan. Jika bola digerakkan atau diberi gaya kemudian dihilangkan, maka bola akan segera kembali ke posisi semula. Kesetimbangan stabil ditandai dengan naiknya kedudukan titik berat benda jika dipengaruhi gaya. (Gambar menunjukkan sebuah bola yang tergantung bebas pada sebuah tali)

________________

Kesetimbangan Labil : kesetimbangan yang terjadi pada benda yang apabila dipengaruhi gaya tidak kembali ke posisi semula. Jika bola digerakkan atau diberi gaya kemudian dihilangkan, maka bola tidak akan kembali ke posisi semula. Kesetimbangan labil ditandai dengan turunnya kedudukan titik berat benda jika dipengaruhi gaya. (Gambar menunjukkan sebuah bola yang tergantung di atas tongkat)

________________

Kesetimbangan Netral (Indeferen) : kesetimbangan yang terjadi pada benda yang apabila dipengaruhi gaya akan mengalami perubahan posisi, tetapi tidak mengalami perubahan titik berat. Jika bola diberi gaya kemudian dihilangkan, maka bola akan bergerak dan diam pada posisi yang berbeda. Kesetimbangan netral ditandai dengan tidak adanya perubahan (naik atau turunnya) kedudukan titik berat benda. (Gambar menunjukkan sebuah bola yang berada pada lantai mendatar)

________________

CONTOH PENERAPAN

Kesetimbangan dapat diterapkan /diaplikasikan dalam kehidupan sehari-hari di sekitar kita, yaitu sebagai berikut :

AYUNAN YANG DIAM

Kesetimbangan merupakan keadaan benda tidak ada gaya atau tidak ada torsi yang bekerja. Benda tegar didefinisikan sebagai benda yang tidak mengalami perubahan bila diberi gaya luar dan torsi. Syarat kesetimbangannya adalah resultan gaya yang bekerja pada benda tersebut sama dengan nol dan benda dalam keadaan diam.

________________

JEMBATAN

Pada jembatan, kesetimbangan banyak diaplikasikan dalam bidang teknik, khususnya yang berhubungan dengan desain struktur jembatan. Sebuah jembatan harus cukup kuat menahan berat jembatan itu sendiri, kendaraan, orang yang menggunakannya, dan tahan terhadap pengaruh kondisi lingkungan.

________________

PERMAINAN AKROBAT

Kesetimbangan benda sangat diperlukan dalam permainan akrobat seperti sebelum melakukan atraksi, pentingnya perhitungan kesetimbangan dan letak titik berat para pemain harus diperhitungkan dengan matang bila tidak ingin terjadi kesalahan.

________________

LAYAR TV GANTUNG DI DINDING

Pada layar TV gantung, berlaku suatu syarat benda berada dalam keadaan setimbang, jika jumlah momen gaya sama dengan nol.

________________

CONTOH SOAL

Berikut contoh soal mengenai kesetimbangan benda tegar, yaitu :

Soal

Penyelesaian & Pembahasan

_______________

KESIMPULAN

Dinamika rotasi adalah ilmu yang mempelajari mengenai pergerakan benda yang berputar pada poros atau titik tumpunya. Dinamika rotasi ini dipengaruhi oleh beberapa hal seperti massa, gaya, percepatan, kecepatan, torsi, dll. Momen gaya atau torsi adalah suatu kecenderungan suatu gaya untuk memutar benda tegar terhadap titik poros tertentu. Dapat disimpulkan bahwa suatu benda tegar daat berputar terhadap titik poros tertentu karena dipengaruhi oleh torsi.

REFERENSI

https://kiss.kanaan.sch.id/lms/std/teachingmaterial/list#

https://www.studiobelajar.com/kesetimbangan-benda-tegar/

https://rumuspintar.com/kesetimbangan-benda-tegar/

https://haloedukasi.com/kesetimbangan-benda-tegar

https://rumusbilangan.com/dinamika-rotasi/

https://www.scribd.com/document/437877613/DINAMIKA-ROTASI

https://www.slideshare.net/triharyanta/dinamaika-rotasi

https://www.studiobelajar.com/dinamika-rotasi/

https://www.zenius.net/blog/dinamika-rotasi-dan-benda-tegar

Demikian penjelasan tentang materi kali ini, saya mohon maaf apabila terdapat kesalahan dalam penyebutan/pengartian kata. Sekian, terima kasih.

Nama : Josephine Christy Then

Kelas : XI. MIPA/16

[ryankeepsmilin]

How to Build Rapport with Students: A Guide to Building Healthy Relation...

[proofmyprofession]

Teaching Materials

Drawing Backgrounds

One in between lesson to draw backgrounds for comics and games. See: Comics and Games Drawing course.

Given on: 2-11-2020

On this page you will find a collection of inspirational content I used to create this lessons. Here I share the (finished) background drawing materials, but also the process and feedback from coaches/teachers. Aswell as a summery on how the experiences went and what I’ve learned.

[learnenglishwithjulia]

Incorporating Audio Visual materials in the classroom

Diary submitted by Adam Mc M, Valencia EFL Resources Incorporating Audio Visual materials in the classroom.  The audio-visual method was first developed in France in the 1950s. It is an immensely useful method especially for auditory learners but how should teachers incorporate it in the classroom? Incorporating films with subtitles, songs with their lyrics or recording students themselves.  Non-native speakers tend to rely heavily on non-spoken clues to understand what is being said and because of this the audio-visual approach can be particularly helpful. The teacher can start of just by playing the audio of a video clip, this being the hardest level to then go down to the easiest, then play the video with the visuals and then afterwards with the subtitles. While this is happening, the students should be given some form of task, perhaps a cloze to ensure they are focusing. This model follows the audio-visual method and can easily be used for a small or large portion of the teacher’s lesson plan, depending on what they see fit.  A second method could be to do the same progression with a song (and its music video if appropriate). The teacher should pick a song depending on the class demographic in order to maximise class engagement and overall interest. This can also be coupled with a translation exercise or cloze exercise and can be done in pairs: the teacher should play the song and allow the students to prime their ears and try to pick up what they can. Upon the next playing the students should be issued a hand out with the lyrics, some of which are missing. The students then fill in the gaps while the song plays. At the end of the lesson or as homework the students can translate a small portion of the song into their L1. This is more likely to be effective than picking a random passage to translate as the students will be interested to know what the lyrics of one of their favourite songs really mean.  Thirdly, students can record themselves and then seek guidance from a teacher. This may be especially useful for one on one students who wish to self-study outside of the classroom. The students can be given as homework a short pronunciation exercise to practice at home. The student can then record themselves and hear their own mistakes. They then take their final recording to a teacher or repeat the exercise aloud to the teacher to correct the final mistakes. Thus, minimising overall teacher talking time and maximising student talking time in and outside of the classroom.  https://youtu.be/O5igCqBjafo There is always some way that the audio-visual approach can be used in class, especially to encourage student engagement. Each of the above scenarios can easily be done with little to no preparation. Fortunately, the student is very likely to appreciate it and engage themselves more when they are encouraged to study something that they are already interested in. https://youtu.be/oIh1Kw6sJv0

Read the full article

[jaymaqx]

I think these are better for phonics instruction compared to the other ones I had. What do you think? @mr.maqsood . . . #lifeofateacher #teacherinspiration #specialeducationteacher #teacherssupportteachers #teachingmaterials #teachertribe #teachwithlove #teachlikearockstar #msteacherloop #spedteacherloop #iteachela #iteachsped #speducators #teachergoals #phonicsinstruction #iteachmiddleschool #teacherquotes #teachertools #publicschoolteachers #happyclassrooms #teachingstrategies #pakistaniteachers #teachingreading #classroomideas #studentcentered #teachermade #teachersfollowteachers (at Levittown, New York) https://www.instagram.com/p/B06osrABzOy/?igshid=143dgt2wflchb

[socialjusticeinschool]

Students' and teachers' opinions on diverse teaching material.

Conducted in a survey with 20 teachers and students.

[sweatervestboy]

Notes on Elegies & Odes

Poets in ENG 310: Advanced Poetry Writing, you’ve been asked to draft an elegy and an ode for next Tuesday, both on the same subject. In addition to reading the material in Addonizio’s and Laux’s text, I’m offering here a set of useful links and readings. 

Elegies

Definition of the Elegy from Poetry Foundation

Academy of American Poets on Elegy (with examples)

From Mike Theune’s Structure & Suprise: The Structures of the Elegy (I particularly love this summary, full of possibilities, of D. A. Powell's essay on the elegy: "As D. A. Powell writes in his essay on the elegy’s structures in Structure & Surprise: Engaging Poetic Turns, the elegiac mode has three kinds of structures: one with a turn from grief to consolation; one with a turn from grief to the refusal of consolation; and one from grief to deeper grief.")

A Few Examples of Elegies (mostly recent)

Mary Jo Bang, You Were You Are Elegy and The Role of Elegy

David St. John, Elegy

Natash Tretheway, Elegy ["I think by now the river must be thick"]

Thomas Merton, An Elegy for Five Old Ladies

Ben Lerner,  Mad Lib Elegy

Jericho Brown, Another Elegy ["This is what our dying looks like"]

Ben Jonson, An Elegy

Odes

Overview of the Ode and Links at the Academy of American Poets: 

Definition of the Ode from Poetry Foundation

A sampling of technical info on odes

Definition of a strophe, an anti-strope and an epode

A Few Examples of Odes

Keats Ode on a Grecian Urn and Ode to a Nightingale

More Odes at the Poetry Foundation

Paul Carroll, Fragments of an Abandoned Ode 

Thomas Lux Ode to the Unbroken World, Which Is Coming