PPT-Making Close Reading Comprehensible and Engaging with iPads

October 23 2014 Maggie Essig Laura Heneghan Evergreen Park School District 124 Have an iPad with you Download these apps PaperPort Notes Skitch Sticky Beautiful Notebooks for iPad and iPhone. Special deadlines apply See promo pieces for details JANUARY SAF Close November 6 Ad Close November 18 Newsstand December 19 Top Doctors Travel Best Destination Spas Professional Pro64257les Chicagoland Dental Pro64257les Excellence in Hospitals Wed 1 716 60 382 16 73 18 18 20 25 D4110 98 91 58 10 45 14 29 D4111 47 279 241 170 22 92 12 32 D4112 315 851 213 428 121 276 37 80 D4117 947 2358 1105 1357 647 823 95 493 86 86 D4124 283 494 152 358 173 499 296 3471 35 35 D4125 381 754 74 304 17 140 83 O Swains Comprehensible Output Hypoth esis 1985 maintains that the development of leamers communicative competence does not merely depend on comprehensible input the leamers output has an indepen dent and indispensible role to play Swains thesis has p An overview of the literature on input indicates two ways of making input comprehensible the first one is to premodify input before it is offered to the learner premodified input and the second one is to negotiate the input through interaction inter Engaging Others ‘Engaging Voice-Hearers’A Project Short by Angela WoodsFirst published byWorking Knowledge/Hearing the VoiceFebruary 2015Hearing the VoiceDurham University, UKCopyright Extending the Conversation. Key Components of Effective Instruction ELLs. Focus on Academic Language, Literacy, & Vocabulary. Link To and/or Build Background. Support Student Comprehension. Promote Interaction. By Michael . Marchman. , Raymond Cramer and Ryan Willie. What is Comprehensible Input . “Comprehensible input means that students should be able to understand the essence of what is being said or presented to them. Engaging Others ‘Engaging Voice-Hearers’A Project Short by Angela WoodsFirst published byWorking Knowledge/Hearing the VoiceFebruary 2015Hearing the VoiceDurham University, UKCopyright Engaging Others ‘Engaging Voice-Hearers’A Project Short by Angela WoodsFirst published byWorking Knowledge/Hearing the VoiceFebruary 2015Hearing the VoiceDurham University, UKCopyright An . iOS. Deployment Introduction for . SDA K-12 School Administrators & Teachers. By Bonny L. Smith. bsmith@mycaes.org. Summer 2012. iPads. In the . Adventist Classroom. An . iOS. Deployment Introduction for . Lynn Marecek. Santa . Ana College. Goals for our session. Share with you. :. How and why . we decided to . use iPads . What . equipment, . materials, support etc. are . needed to create the classroom. iPads. ?. Provide students with skills to support learning. Prepare students to be college and career ready . Enable our students to accomplish their educational goals. Who will get the . iPads. ?. Kindergarten – Grade 2. PART ONE. Tim Reynolds, MLHR. Director. , Walter Center for Strategic Leadership. . April 2014. “It’s Like A Brastemp!” . Personal Introduction . Academic. – Ohio University & Ohio State. #1 LOCK on LOCKERS . #2 APPLE ID/APPLE ID PASSWORD. STORAGE of IPADS . -Locked Locker. -ON TOP SHELF of LOCKER . Lunch-Activity TIME . NO IPADS to LUNCH. NO IPADS to ACTIVITY TIME . STOP at LOCKER before LUNCH/ACTIVITY.