Write summary statements that capture attention
The topic or summary sentence follows the title. It often shows in search results below the title and together they need to sum up your story.
In the Nielsen’s inverted pyramid structure of online writing, as shown in the picture, there are 3 layers:
Begin with the topic sentence, the most important information.
Next, add the body, the supporting information.
End with the fluff or background information.
The idea comes from journalism. It means that the user can stop part of the way through an article but will still have its general meaning.
Things to remember when writing a summary:
Keywords at the beginning.
Short sentences, no longer than 14 words. Preferably around 7 or 8.
Refine your skills
Here are some options:
Write a blog post on Nielsen’s inverted pyramid or on How Users Read on the Web.
Look back on an old blog post. Improve it’s readability.
Create your own challenge.
How to write great headlines.
Your headline is the most important aspect of your text. 8 out of 10 people won’t read past the headline.
Here are 4 hints to writing headlines that search engines and users will appreciate.
Keep it short.
Include a keyword.
Don’t be clever.
Make sure it can stand alone and that it doesn’t need an image to give it context. Often headlines are read out of context in lists or on a search page.
Practice writing headlines
Here are some options to explore:
Look back at your blog posts. Revise where you can.
Write a headline for a blog post. You could pass on some gem from ULearn12 to your colleagues.
Students writing smart headlines
How could you introduce smart headlines in your classroom?
Could you introduce it across the curriculum?
How would you facilitate that?
Share your thoughts in the comments section below.
An author, songwriter, radio and television presenter and creator of the Dynamic Thinking course for Leadership, Glenn Capelli has delivered a message of creativity, innovation and thinking smarter to audiences around the world. Glenn’s ability to bring together meaningful learning and laughter is the key to his successful presentation style.
Glenn is a National Speakers Association Certified Speaking Professional, a Winston Churchill Fellowship Awardee and a member of MENSA. He is also a former ‘hobo’ who backpacked his way around the world for seven years, working in a variety of roles including a fish farmer on kibbutz in Israel, a comedian in Los Angeles, a travel writer in Kenya and a summer-camp counsellor in North Carolina.
In 1987, Glenn returned home to Australia and founded the True Learning Centre, a company focussed on quality learning and creative endeavour. Today he is a leading international keynote speaker and trainer whose clients come from a variety of organizations large and small and are as diverse as the giant companies of corporate America to the tiny remote schools of outback Australia. His unique presentation style and ability to apply a diversity of teaching methodologies have made him an internationally renowned speaker in constant demand worldwide. Glenn has worked extensively throughout Australia and New Zealand, Asia, the USA and Canada, South Africa and Europe.
Glenn’s award winning television series Born to Learn, aired weekly to twenty-six million households throughout the USA. He is the co-author of Maximising Your Learning Potential and The Thinking Learning Classroom as well as the writer producer of several music CD compilations. His song Choose Joy is featured in the 2003 ABC Songbook.
Glenn’s speaking portfolio includes keynote and conference presentations and designing and facilitating training programs, along with his continued work in and commitment to improving the education experience for students, young people and teachers throughout Australia and overseas. His message is one of being a learner and thinker in today’s fast paced and ever changing world through the use of creative thinking, humour, enthusiasm and attitude.
Khoa Do is a film director, screenwriter and teacher who has had extensive experience working with the most disadvantaged in our community, inspiring them and guiding them to incredible success. Khoa’s belief is that everyone on a team, no matter what their background or experience, is extraordinarily gifted, and our goal is to help others to realise their true potential.
In the past ten years, Khoa has specialised in working with marginalised communities, including at-risk and homeless youths, former convicted prisoners and refugees of many nationalities.
Khoa’s own amazing story – arriving in Australia as a refugee on a tiny fishing boat crammed full of people to becoming the 2005 Young Australian of the Year is a journey of courage, resilience and hope amidst incredible opposition. Growing up in the western suburbs of Sydney, Khoa recalls going to school with sticky-taped shoes and coming home to find out that their electricity had been cut off because the family couldn’t afford to pay the bills.
In 2004, he was the youngest film director in Australian history to be nominated for an AFI Award for Best Director. Over the years, he has received many awards for his work in the community and with young people – Young Vietnamese Australian of the Year Award 2000, Young Citizen of the Year Award 2001 and the Young Australian of the Year Award 2005.
In film, he has had incredible success, being nominated for 3 AFI Awards, 3 Film Critics’ Circle Awards, 2 Australian Writers’ Guild Awards, and an Australian Screen Director’s Award. His first short film was shortlisted for a 2001 Academy Award, and in 2003, he won the IF Independent Spirit Award for his film. Khoa is currently writing and directing a four-hour television mini series for Fremantle Media and co-authoring a book for Allen and Unwin.making.
Dr. Jason Ohler is a professor emeritus, speaker, writer, teacher, and cyber researcher. He is also a lifelong digital humanist who is well known for the passion, insight, and humor he brings to his presentations, projects and publications.
He has worked both online and in classrooms at home and internationally for over a quarter century helping students develop the new literacies they need to be successful in the digital age. He is a passionate promoter of “Art the Next R” and of combining innovation, creativity and digital know-how to help reinvent teaching and learning.
He is also an enthusiastic champion of the need for students to learn how to use technology wisely and safely, with awareness and compassion, so they can become informed and productive citizens in a global digital society. He has won numerous awards for his work and is author of many books, articles, and online resources.
Many call him a futurist, he calls himself a nowist, believing we have what we need now to create the kinds of communities we need to meet the challenges of the digital age with creativity and humanity. His current book, Digital Community, Digital Citizen, explores the issues of helping our students blend their digital and non-digital lives into one integrated approach to living. His previous book, Digital Storytelling in the Classroom, reminds us that he is first and foremost a storyteller, telling tales of the future that are grounded in the past.
“The goal is the effective, creative, and wise use of technology . . . to bring together technology, community, and learning in ways that work. And while we are at it, to have fun.”
Kevin grew up in poverty and attended school in many cities across the United States. As he witnessed education around the country he collected powerful experiences that still influence his conversations and his work with educators. He spent 13 years teaching art K-12 in public school and for 17 years spent summers leading creative adventure camps for kids of all ages. In 1991 he received the Making IT Happen Award which is an internationally recognized awards program for educators and leaders in the field of educational technology integration in K–12 schools. The program identifies and rewards educational technology leaders around the world for their commitment and innovation.
For the past four years he has hosted a creative learning site called ArtSnacks (http://artsnacks.org) where he shares 150+ ten minute drawing videos that support standards curriculum. This social “learning” network is his Petri-dish for learning to mentor teachers and students in virtual environments. He was selected to be in the Apple Distinguished Educator class of 2011 and spends time helping schools that use Apple’s powerful tools get the most out of them for students and teachers.
He is currently serving his ninth year as a Technology Integration Specialist at ESSDACK, an educational service center based in Hutchinson, Kansas. At ESSDACK he researches and designs programs, training and staff development with a strong passion for helping teachers and learners become successful with educational uses of technology. He shares his thinking and learning on his blog Tradigital Learning and in his podcast Driving Questions in Education. He is a school board member in the town of Inman Kansas and is currently serving in his second term. He feels that one of his most important roles is to help vision what the future holds for learners and to help move schools in right, new directions. During his classroom tenure, he developed project-based approaches to learning that infused technology and problem solving skills. He created a film program for kids and developed it into a fully functioning curriculum at the high school level. He co-developed a PBL approach called the Life Practice Model with colleague Ginger Lewman and they provide training and certification in this powerful, student driven approach to learning.
Kevin has developed online safety, anti-bullying and cyber-bullying curriculum which he shares with parents, teachers and students around the country. He certifies instructors in this curriculum and supports trainers as they go out and do this important work. His recent book Don’t Stay Under The Couch Starbuck and The Bully is the centerpiece of his Pre-K-6 curriculum. He continues to work with schools to develop innovative, engaging curriculum to better prepare learners for the world they will face when they graduate. He is passionate about meeting the needs of at-risk learners and works with kids in juvenile detention, developing approaches to re-engage the “lost” learner. Kevin travels the country and the world speaking at conferences and working with educators at the grassroots level and likes to promote a “tradigital” approach to education.
Kevin likes to bring his personal life experience and a sense of humor and creativity to the mission of helping prepare 21st century learners!
Create your own homepage
You can have different curriculum areas. - little kete of knowledge. Links and other useful things.
You can change the order by dragging and dropping.
Go into create kete -
Create links a lot like using a wiki or blog
You cannot share individual kete but you can make them as a preset home page and share that. This would be good for sharing planning etc.
Add info and links
Then put into a preset home page.
You can share by choosing the preset homepage
Edit, copy, apply to home page, share, unshared, delete
Shared homepage ID 18boq Anzac Day resources
Students can use the link that you create.
If you get lost you can use the FAQs on the page
You can save your search
Search a topic
Up the top on the right hand side click save search.
You can bookmark
There is a bookmark word under setting that you can click to save the page.
The kete need the same skills to create a wiki or a blog.
Youth guarantee - worth looking at
Reomations animations in Maori
Ncea pages on tki
Studyit good for Dion for exams. Study planner, encouragement
Dr Jason Ohler
Keynote speaker 1
New media, new kids, new literacies,new citizens - transforming learning through digital creativity
Digital citizens digital communities
Augmented, immersive reality
Augmented reality artwork
Literacy... consuming and producing the media forms of the day
Value writing more
Hans Roslings -200 countries, 200 years. The joy of stats.
Attitude is the aptitude
The degree in which you are willing to learn new things determines how successful you will be.
Students will study the person and social ...of social media.?
When do we talk about the things that are changing us.
Digital story -new media narrative
Support risk, pilot
Turn concerns into goals
Concerns are just negatively worded goals.
How the internet is changing the way we think read and remember. Nicholas Carr
7 parents attended
Day of glass
Trends show we want
Virtual Society and Young Minds..
Digital divide between what children are doing online and what parents think they are doing
Areas of concern
accessing inappropriate content
Online bullying - harassment
Sharing personal info online
social networking and uploading content
use of digital media 24/7 (phones, ipods tec
Online gaming and wideo gaming 'underage'
illegal downloading and file sharing.
real life vs online life
Most common Net safe problem is cyber bullying
in my day
Special mention for girls...
Girls 10-16 years
Identify development - being understood
social referencing ... Media
Provide real and positive make role models in the life of your daughter
keep the lines open
talk talk talk
youtube clips to help demonstrate to your own kids.
life online --- integrity.. safety.. opportunity.. balance Reputation Management
Privacy and Identity
Management - time relationships..
How inportant is 'privacy'
Will it be important in the future
Discussing going 1:1 computer programmes. A lot of the staff think that we are not ready for 1:1 problems being that some staff are not skilled enough. Some staff think some classrooms at the moment don't have much equipment. Also a support person would be required to help those people that are chosen to be a 1:1 classes like Parkvale. One thing to look at is that we should not look at the teaching that was happening at Parkvale. We need to watch what they do and see if we can do it better. One thing that was interesting was most teachers talked as though they would be taking the class. Bring your own device was a suggestion from Paul. Once our wireless system is up and running.
First in groups we will look at each others writing plans.
What is the effectiveness.
Writers Eye - Fiona
Introduced as an activity to start the authors notebook. created their own eye. Idea from Mechanically Inclined page 35.
Next activity is to write an opener sentence that has a comma after a long introduction. Eg If we have to go rafting on the Mohaka river, today isnt such a bad day for it.
The language features that the chn use - they should be able to identify and explain why they used it. Fiona is trying to make the chn aware of the language features they are using.
The use of a journal story. read the digging for pipis. Pt 4. no? 2005
Key questions used:
what do you notice about the journal story
used a plan. picked a moment in time. Used the senses and created a plan. Used it to pick a moment in time.
The Warrior Mountains. Katerina Mataira
Mrs Wildings Potatoes. Page 8-12 Journal Part2 No.2 2011
IALT: Use Complex sentences in my writing
Use a range of interesting sentence starters.
a sentence beginning with a conjunction (AAAWWUBIS)
Everyone used models.
brainstorming. activating nouns which will make strong sentences. Used the building site at school as motivation.
Next step :
to use my authors notebook.
to continue using models. Success Criteria that is made together with the chn.
Gail Says: To plan for writing for a whole
Target children should be seen every day. Identify what your target children need. Give them what they need - this may mean that they do not do what the rest of the chn do. Even if you need to take them back to lower levels. So they leave HNP being able to write. We need to ensure these children get what they need. Many of your groupings will be fluid. Writing is not done like a reading rotation.
The Tail of the Gecko By Marlene Bennetts - Article
What do we expect from articles?
topic specific vocab
What do we think will not be there?
Topic sentences at the start of paragraphs
- dash - what effect does it have? it tells us more.
What effect does the excamation mark have. - adds humor.
descriptive language -
infer - the enemy thinks the tail is a lizard.
Passive voice - they are sealed rather than the muscles sealed the arteries which is active voice.
How do we assess reading now we are no longer using standardised testing.
Linking the reading and writing.
Finding information in the text to show what the characters in texts are feeling. How do you know?
We as teachers have a feeling that when I first started teaching I Probed at the beginning of the year and at the end of the year and we felt we had a good idea where they were at and the moment that is made during the year. So we as teachers now need to look at a different way of monitoring our children.
We need to look at why we use running records and what we get out of it. We as teachers need to sharpen our skills so we can identify
Our monitoring system needs to be ongoing and accurate. Testing is one way of seeing where chn are.
recorded and can be tracked
Informs next steps
Reflection on teaching/learning success
Any stage, any number of kids - ease of admin
parents like it.
Free from personal bias
Doesn't match interest - prior knowledge
not fair accurate score
snapshot = label
not all kids need it
If we are using a test as a tracking device. It needs to be done at the start and the end of the year.
What the Ministry is trying to do is to stop some teachers just testing in January then not testing again until Dec.
Where do we as a school stand?
How do we as teachers cater for those children who are struggling?
Testing for confirmation is OK :)
Testing needs to be able to tell you what the child in question needs to learn.
The feeling in the group is there is a lack of confidence from the teachers to ask the right questions.
The questions that we need to ask to see what the child's comprehension is like.
What do comprehension questions look like. - can a child find information in a text. start with prior knowledge. Could use the question matrix. reciprocal reading... Focus on asking questions.
How we run our guided reading sessions is so important
Focus on one skill at a time.
Find in the text what the author is saying.
What is right there
What is not right there.. questioning doesn't do it for this.
use the "put your finger on where the author has used..." Those children that did not answer or looked blank obviously don't know.
Everyone needs to be able to have a tracking system that works for you.
Start with guided reading at the start of the year - lead into reciprocal reading- shared reading -
When you find there are a lot of gaps across the groups use shared.
If there is technical language identify in your prior knowledge only if there are no hints in the text.
Marmite (read it)
I like marmite. (read it, what does it mean?)
I like marmite on toast. (now what does it mean?)
Otherwise note technical words that have no hints. Otherwise let the children try and work it out.
There is a word here that means - sorry, happy, sad, - you can use clear maths counters. Discuss with there buddies.... Children must understand that reading is about making meaning!
Good readers take risks. Clarify anything that you are unsure about. Helps with context and meaning. If they don't write it down make sure you as a teacher clarify words.
Your information should be all in one place.
Use brainstorming techniques that help children to use key words - this also helps with paragraph formation.
The Reading and Writing Connection The Zoo by Anthony Browne
a) When we finally got there Dad hadto have a row with the man in the ticket booth. He tried to say Harry was only four, and should get in half price. (He's five and a half actually). "Daylight robbery!" Dad snarled. What kind of person do we think dad is?
Highlight the words that show you what kind of person dad is...
** The use of italics had..
** what does snarl mean .. how would the message change if it was said.
** Drawing conclusions
b) "What animal can you eat at the zoo?" asked Dad.
"Don't know" I groaned.
"A hot dog!" howled Dad. He was holding his stomach and laughing so much that tears were rolling down his face.
What kind of relationship do you think the dad and son have?
What has the author used to show this relationship?
infer about personality using their prior knowledge - reader as a writer.... use the same text for reading as writing.
what I thought
Techniques - italicising - using specific language to add detail.
c) "Poor thing" said Mum.
"You wouldn't say that if it was chasing you " snorted dad.
Porridge by Michelle Boston
Rating is a good way to identify whether children understand/ have made a connection with the author.
What has the author done? italics, repeats - Hates it.
could look at a range of sentence structure and length.
How do we link reading/writing - using italics
What did you want the reader to get or feel?
Twilight comes Twice by Ralph Fletcher
what image does the writer want the reader to get in the first line.
Described the darkness as something else.
Twilight comes Twice Slowly the dusk pours the syrup of the darkness into the forest. Crows gather in the treetops for a last minute gossip. Dawn picks bits of dark from between the blades of grass. With invisible arms Dawn erases the stars from the blackboard of night.
Sometimes we don't teach the literacy devices and the children create forced attempts.
The Half Crown by Claudia Murray
As a writer what did he do? He described an action - " I could see my breath clearly" How would you describe winter without using the word Winter.
Make sure you use text examples you use in your reading when you do your writing.
Shared Reading = To model comprehension. If we are learning inferring - ask what the writer has done....
Co-construct your IALTs with the chn.
Rita encourages us to take a text any text and ask yourself the question what has the writer done to infer - what language have they chosen. Fiction and Non Fiction
Next Steps Create a chart - this will help with seeing whether children know how to explore texts.
Text What I am thinking Strategy used What did the writer do?
Dad Snorted Dads Grumpy Prior Knowledge/infer had
Hates it! Really hates visual language repeats / !
using a short sentence after a long sentence for emphasis.
Text exploration Create a table that has the whole class on it with all the reading strategies that can be used to track and monitor chns progress throughout the year.
Look at different types of brainstorming techniques. Such Crab or tree.
Party cake Presents Choc 3inch icing cream boysenberry ship decorations
Add writer techniques that chn could use at the bottom of there page. eg. Similies, metaphors, adjectives, etc.
Then Gloss to see where they are and what we need to teach them next.
We are learning to make connections with things rather than teaching everything seperately. We need to be more focused on connecting. Geometry is the hardest. How to connect geometry and number. Rather than teaching in isolation.
using addition, multiplication division, subtraction, Looking at numbers checking there basic facts. ask for sentences. A good activity to use all operations.more so than doing 10 basic fact questions on the board. photo 2 Algebra connection. 9+4= 13 8+5=13 or 9+4=8+5
Use different cards can be used in teams. They use more thinking about the operations than basic facts. Make them do the thinking! and make it fun. Need to work on Multiplication and division. Explaining -Teacher Modelling
Directing - take 12 cubes
Make a regular shape - square, triangle, rectangle.
Using 12 cubes. 2D not 3D
15 seconds of talk time then do the activity.
If I was going to design a kitchen bench. Stage 6 people are adders not multipliers. using the shape come up with different sides. and write the equation. 3+3+3+3 +2 or 3x4
Mini Gloss Anna Young
60 - 20 = 40
and the answer is ?
from the evidence you can see she is not there.
62-20=42 - 5 which is 37
Splitting the whole number.
55-9 checking stage 5..
break up the 9 5/4
recommended learning - stage 5 subtraction, tidy numbers, using the most appropriate strategy for the opperation.
Mini Gloss Lexie Heapy
173-98 could have rounded up then taken away but split numbers.
** using the right materials to model..real contexts.
3rd stategy **The realtionship with the numbers that show the strategy you want them to show.
** Need to know all the different strategies.
Formular for a rectangular primism.. surface area... ask for multiplication if they keep giving addition.
Algebra - photo 3 Geometry and number overlapped..
Agree and disagree cards..to be used during group discussions..
Jona - predict whether there is more surface area than the last one.
Look at what you want them to learn whether it is geometry or multiplication. if it is geometry the multiplication becomes incidental. But you will do drawing.. If it is multiplication you may not do the drawing.
Dice games for tables - Paul Swan
Not testing them when they dont know them but teaching them how to do it!
It is about practing them - reversability - scaffolding. competitive game for practising.
Using animal strips 5 lots of 2 and 2 lots of 5
commutativity - when you swap things around and they get the same answer.
photo - 3 lots of 2 or 2 lots of 3 let the children explain what they have done and why they are right..
** sometimes the kids focus on the answer and being right rather than the thinking.
Get chn to the point where they ask the what if?
The questions that the chn come up with should be written in the modelling book and given as examples for chn to go away and do independently.
Using a rectangle shape looking at the different sides - gave it a money value. ** the kids that havnt got the basic facts are like a builder that doesnt have nails and they have to run back to the car to get a nail. its not that they cant do it but it just takes a lot longer.
3D geometry and measurement (money) the money value can be changed depending on the level of your kids.
Looking for compatible numbers.
You cant blend the componenets until you know the components in the strands.
Flynn K3 mini gloss
3+8+9+7+2 used tidy numbers - recognises compatible numbers -
Place value component.
10 tens then - fluid add on - model using the abicus.
47+28 - didnt compensate --- thats the learning that needs to happen
used larger numbers... 756+89
5B with teaching on compatible numbers
*** Its all about the number that you as a teacher uses. We as teachers need to know the relationship between numbers so we can understand what chn are doing.
Welcome to Vanessa who will be job sharing with Tania in K2.
Leonie will also be job sharing with Donna. Donna 8 days Leonie 2 days.
Behaviour Management Plan
Hand out given - file in Planning Folder
Must remember to complete Behaviour Management Book when required. - Is found next to the pigeon holes.
Make sure you get to duty on time. Rotate around the school in a clockwise direction. It is checking in the buildings as well. Budget Overview Activity LevyItemise in teams
Itemise Activities - Activities could be paid for individually
Pink forms need to be filled out when any money is collected. When money is taken to the office a pink form needs to be filled out as well. - Get a money bag Request forms to be filled out when you need to purchase equipment. - Maths equipment etc.
Class Budget for consumables - $300
Photocopying - new photocopiers will arrive in the first week of March. Limit the amount of colour copies you use. It is okay to send black and white notices to parents. Get an idea of how many colour copies teachers will need to use. Annual Plan Hand out given. National Standards
There will be no less than 25% of children in your class that will be called indicator children. Paul, Shona and Robin will be coming into the class once every three weeks to talk with these students about their achievement. This will relate completly to student achievement not on teacher practice. There achievement will be tracked over the year. Celebrating Culture
An idea could be to get a class set of labels for each teacher. This could be done by the Celebrating Culture lead teacher. Curriculum Delivery Plan 2012put in planning folder Assessment schedual Put in planning folder