Bonus: Grammar lessons in authentic context. Materials needed are 2 colored pencils or markers, and writing samples. Prep time: minimal Ratiocination is the process of exact, thorough, logical thinking. It is powerful for all writers because it focuses on the language usage instead of the content. Why I like it for struggling writers and English language learners? Many struggling writers do not want to go back and edit because the thought overwhelms them. For English language learners, they do not know language forms to self-edit accurately. Ratiocination is a systematic, step-by-step process that makes language usage visual. As a teacher, I love it because I can have my students focus on specific elements. As a writer, I love it because it is not a demand to change anything, simply calling attention to it so that I can think about its effect in my writing. Sample Ratiocination Steps: Circle all of the “to be” verbs – I later extend this to all helping verbs Make a wavy line under repeated words Underline each sentence (alternate colors) Bracket the first word in each sentence Draw an arrow from subject to predicate Put “it” in a triangle X through vague words: very, got, get, nice, bad, good, stuff, thing, awesome, wonderful, so, etc. Typically, when I start with my English language learners I have them underline every sentence in alternating colors first. This just helps them visual sentence length. I have had 12th graders come up to me in the past with an essay written with only a period at the end. They never realized they did it until we did this step and they never changed colors. While this is a little extreme, it helps with cases that are more moderate too. Then it leads to the discussion about the effects of short and long sentences. This also helps writers hone in on fragments and run-ons. For a struggling reader/writer, you can discuss sentence length with low linguistic demand because they can see the colors. The second thing I typically start with English learners is drawing arrows from subject to verbs. Subject verb agreement is one of those things that can be tricky for language learners, revising for it is just conscious practice. When I modeled this for my high school students, there was always an initial frustration at its openness. All their lives someone had told them what to write, and how to revise and edit, and they never had to think about it. They wanted me to do all the work. I would mark something and they would say, well that means you have to change it. Sometimes I would, sometimes I would say, no, I really like what that does here. To illustrate this further, when we read something, if there was an excellent example of writer’s craft, we would ratiocinate their writing. Once again, this helped them read as writers. When we would come across repetition, anaphora and epistrophe in writing and I asked why the writer did it, I would get generic and thoughtless responses of the author wanted to emphasize that. While yes, that is true, there is no thinking involved. When we looked at Martin Luther King Jr’s “I Have a Dream” speech, we ratiocinated and students discovered anaphora in phrases like “I have a dream,” “Now is the time,” “Let freedom ring,” “free at last,” “we can never be satisfied.” Students revised the speech in groups to remove the anaphora and compared it to the original. When we voted on which sounded better read aloud we almost always chose the original, because of the flow and the rhythm created. I had my students interview adults around the school and in their lives about what they remembered from the speech, hearing it or studying it in school. After collecting results - outside of the arguably most famous part that my children will live in a nation where they will not be judged by the color of the skin but of the content of their character – people unanimously remembered the repeated phrases and few other specifics. This just helped illustrate the purpose of a rather abstract idea. It also got them to think beyond just standard thoughtless responses.
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Cultivate lifelong reading skills.
Continuing our epic journey towards Shakespeare's 400th death anniversary on Saturday, here is a handy-dandy board game that allows you to relive all the exciting ups and downs of this master playwright's eventful life!
With brave , Svetlana Chmakova cements her place on the shelves next to Raina Telgemeier , proving once again that she is a gifted c...
Confession: I am absolutely obsessed with Halloween. And if you are anything like me, the end of the summer means that it is time to brainstorm DIY couples Halloween costume ideas to wear with a significant other. I mean, did you really think I was…
Daily Angel Oracle Card: The Returning, from the Heart Of Faery Oracle Card deck, by Brian and Wendy Froud The Returning: “Profound Change ~ New Perspective ~ Understanding” “What…
(Source: http://www.tankonyvtar.hu) By: Kimberly Swanson, PsyM, LPC The psychosocial theory was created and developed by Erik Erikson (psychologist). Erikson's psychosocial theory is an expansion of Freud's psychoanalytic theory. According to Erikson's (1959) theory of psychosocial development, there are eight phases. Like Freud, Erikson states that crisis takes place during each stage of development. In Erikson (1963), when problems take place during psychosocial stages of development, they take place due to the mental needs of the individual (i.e., psycho) working against the needs of the general public (i.e., social). According to Erikson's theorization, successfully completing each phase can enable outcomes of having a healthy personality and acquiring good solid morals. Essential virtues include traits that will allow the ego to overcome tragic situations or circumstances. Not completing a particular stage in development can lessen the chance of achieving more advanced phases and cause a more unhealthy personality and a sense of identity. Fortunately, these phases can be changed and improved over time. The following charts are Erikson's 8 Stages of Psychosocial Development: Chart from McLeod (2013) References Erikson, E. H. (Ed.). (1963). Youth: Change and challenge. Basic books. Erikson, E. H., Paul, I. H., Heider, F., & Gardner, R. W. (1959). Psychological issues (Vol. 1). International Universities Press. McLeod, S. A. (2013). Erik Erikson. Retrieved from www.simplypsychology.org/Erik-Erikson.html. Psychology Essence Channel Follow along with on the Psychology Essence Channel Lecture on Psychosocial Development Theory by Kimberly Swanson "Purpoz," MS-Psy, CNA Last Updated - 03/16/2022 Copyrighted 2016, 2022 by Purpoz Counseling & Wellness Center, LLC
Learning lowercase letters can be really confusing for many children, especially the letters b, d, p, and g . When you think about it, it...
Are your students studying Cellular Respiration? Then these doodle sheets are for you! In these 3 doodle sheets your students will learn about what respiration is, how it happens, and the differences between aerobic and anaerobic respiration These notes include the following vocabulary: - aerobic respiration - anaerobic respiration - fermentation - pyruvate - glucose - adenosine triphosphate - adenosine diphosphate This is a no prep resource- just print it and you're ready to go! Your students will color & complete these notes and add them to their biology notebook or binder You might also like: Photosynthesis Notes Structure of DNA Notes For free products and news about upcoming sales, subscribe to my email list All of the graphics in this product are my own
The cutting-edge technology called optogenetics may offer a workaround to partially restore vision even after the retina’s light-sensing rods and cones die.
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This print is perfect for a nursery or children's room. They can wake up daily to see the words that they are a child of God and start their day with this confidence. PAPER: Printed on thick and durable matte paper with Giclée printing quality. ARTWORK NOTE: Each print has a texture added to create a vintage look. (See close up, detail image) Print comes unframed. All Images and Content are copyrighted by Laurent Collective. Artwork is individually printed and each print can be slightly different. We do our best to show the true colors of the artwork, but please allow some variation as monitors can display colors differently.
Visual Schedule Printable Ultimate Bundle for multi ages and keeping kids on task, Picture Schedule, Autism Visual Schedule printables and Routine Picture Cards, BEST Visual Schedule Pictures for Home and School with EDITABLE Visual Schedule
When most people think about visual skills, they think about visual acuity. But visual perceptual skills help kids make sense of what they see.
This essential classroom First/Then Board contains 156 visuals for children with autism to use at home and school. Most areas are covered including self-grooming, school, chores at home, sports, vacation, play, hobbies and restaurants. SUGGESTED IEP GOALGiven a visual schedule with a picture or il...
Visual Supports Autism | Visual schedules can help kids in so many lovely ways from teaching them new routines to just doing the ones they already know with less fuss. You can get started by downloading my free printable visual schedule and following the steps to success shared here. Eight free
Over the next five days, I will post about 5 different, important teaching strategies to help an autism classroom run smoothly. 1. Visuals/Minimize Talking 2. Organization 3. Flexibility 4. Schedules 5. Behavior Management Tools Today I will start with Visuals/Minimize Talking One of the key components of an autism diagnosis is that students have qualitative impairments in communication (the ability to talk and understand spoken language). Using visuals instead of (or in conjunction with) giving directions verbally can be helpful in addressing these deficits. In my classroom, the visuals we use most often are posted on the wall or on my students' desks. We also have worn lanyards around our necks with a key ring full of the most common visuals we use. When creating my visuals, I try and focus on what students "should do" not what students "should NOT do". For instance, instead of saying "no running," I use a visual that says "walk." Telling students with autism "not to" do something, still doesn't specify the correct behavior they should be engaging in. I also try to make sure that I have a visual with some sort of praise on it (either a picture of thumbs up or a happy face) to show kids when they were being good. The visuals we use most often are: Obviously we all know it is impossible to use only visuals as a means to communicate with our students. We also know that our students need to learn how to understand spoken language as well as visuals. So when you do need to talk to your students, use phrases that are clear, concise, and to the point. For instance, if you want a student to throw something away for you, you SHOULD NOT say "Hey Johnny, could you go over there and throw this in the garbage for me." Instead, you SHOULD say something like "garbage" or "throw away." You can also help students develop the skills necessary to follow spoken directions by creating programs where you repeatedly practice direction following in a one-on-one setting. For starters, make sure the student is physically capable of doing the action. Some good one-step directions to begin with are those you use most often during the day such as "stand up" "sit down" "clap hands" "give me" "throw ball" "touch nose," etc. Be careful that you aren't giving any cues to the student when working on spoken direction following. It is so easy to tell a student "touch nose" and start doing the action yourself (I totally catch my self doing this from time to time!). This is teaching a child to imitate your actions, not to follow your directions. (It is fine to use this for your first couple session as a prompt…just make sure to fade it out as soon as possible. A more appropriate prompt might be to help the student physically engage in the direction themselves using physical prompts…but these must also be faded out as soon as possible). Once your student can consistently follow your one-step spoken directions, you can up the ante to two-step direction. (I.e. "Touch nose, then jump," "Stand up, then clap hands," etc).
This helps kids visualize what level their voice should be. "Inside" or "outside" voice is too arbitrary for many students. Offer them a level verbally with a visual prompt instead. "Joe, your voice is at a level 4 and I want to hear level 2 please". I give this to many of the teachers I work with t...
