Anatomy and Physiology of the Digestive System Objectives · Identify the anatomical structures of the digestive system and their functions · Explain the physiology of digestion through the system Assignment Overview This exercise helps students understand the anatomical structures of the digestive system Deliverables Annotated diagram of the digestive system Step 1 Draw a diagram.  (It is OK to take a diagram from the internet and label it.) Using the drawing tools provided by your word-processing program, draw a diagram that traces the pathway and physiological processes of a bite of food through the digestive system. Annotate each step in the digestive process with a brief paragraph describing what happens in the step. Be sure to include ALL the following topics: · The organs of the digestive system  (This includes the alimentary canal AND the accessory organs of digestion) · The actions of the digestive system · Propulsion · Absorption · Chemical digestion · Mechanical d Running head: CREATING A LANGUAGE RICH ENVIRONMENT1 CREATING A LANGUAGE RICH ENVIRONMENT6 Creating a Language Rich Environment Kawanda Murphy Instructor Afiya Armstrong Ece315 Language Development in young Children 12/17/18 Creating a Language Rich Environment Introduction Children learn best in environments that support optimum creativity as well as development opportunities. As such, teachers must strive to foster a learning environment that enhances language acquisition among students. Learners can grasp different languages with the right practice, instructions as well as encouragement. Every teacher has a responsibility to have a classroom set up with specific learning areas as well as plan for their use (Celic, 2009). The ways in which he or she creates the opportunities for productive language acquisition can enable learners to lower their mistakes, allow learners at different educational levels interact with one another, as well as create a natural learning environment that teaches and provides various opportunities for language learning (Piper, 2012). Therefore, I have designed a classroom floor plan with three centers- the computer corner, the collaborative work table and reading corner- that do not only promote literacy, but also language acquisition. The Classroom Floor plan This floor plan is specifically designed to provide children with the opportunities on how learn and use language in natural ways. The three primary areas designed for promoting language learning and use include the computer corner, the reading center as well as the collaborative worktable. The Computer Corner The computer corner has 2 computer desks than can be used by between 2 and 3 learners at a time. The computer area supports language development among learners by providing them with the opportunities on how to use a computer, play interactive reading game, print words for learning as well as use other educational programs that promote reading as well as language acq.

1. Anatomy and Physiology of the Digestive System
Objectives
· Identify the anatomical structures of the digestive system and
their functions
· Explain the physiology of digestion through the system
Assignment Overview
This exercise helps students understand the anatomical
structures of the digestive system
Deliverables
Annotated diagram of the digestive system
Step 1 Draw a diagram. (It is OK to take a diagram from the
internet and label it.)
Using the drawing tools provided by your word-processing
program, draw a diagram that traces the pathway and
physiological processes of a bite of food through the digestive
system. Annotate each step in the digestive process with a brief
paragraph describing what happens in the step.
Be sure to include ALL the following topics:
· The organs of the digestive system (This includes the
alimentary canal AND the accessory organs of digestion)
· The actions of the digestive system
· Propulsion
· Absorption
· Chemical digestion
· Mechanical d
Running head: CREATING A LANGUAGE RICH
ENVIRONMENT1
CREATING A LANGUAGE RICH ENVIRONMENT6

2. Creating a Language Rich Environment
Kawanda Murphy
Instructor Afiya Armstrong
Ece315 Language Development in young Children
12/17/18
Creating a Language Rich Environment
Introduction
Children learn best in environments that support optimum
creativity as well as development opportunities. As such,
teachers must strive to foster a learning environment that
enhances language acquisition among students. Learners can
grasp different languages with the right practice, instructions as
well as encouragement. Every teacher has a responsibility to
have a classroom set up with specific learning areas as well as
plan for their use (Celic, 2009). The ways in which he or she
creates the opportunities for productive language acquisition
can enable learners to lower their mistakes, allow learners at
different educational levels interact with one another, as well as
create a natural learning environment that teaches and provides
various opportunities for language learning (Piper, 2012).
Therefore, I have designed a classroom floor plan with three
centers- the computer corner, the collaborative work table and
reading corner- that do not only promote literacy, but also
language acquisition.
The Classroom Floor plan
This floor plan is specifically designed to provide children
with the opportunities on how learn and use language in natural
ways. The three primary areas designed for promoting language
learning and use include the computer corner, the reading center
as well as the collaborative worktable.
The Computer Corner

3. The computer corner has 2 computer desks than can be
used by between 2 and 3 learners at a time. The computer area
supports language development among learners by providing
them with the opportunities on how to use a computer, play
interactive reading game, print words for learning as well as use
other educational programs that promote reading as well as
language acquisition. According to Plowman, Stephen and
McPake (2010) children do not only display positive emotions,
but also interact with their peer when using a computer
compared to when engaged in other activities. The teacher’s
role is to oversee learners as they use the computer, explain
how to use programs if needed, offer suggestions as well as
redirect learners in case they lose focus. Teachers can assess the
effectiveness of this area on language development by tracking
a children’s ability to use programs with increasing difficulty
levels.
The Reading Center
This is the focal point of the classroom where teachers and
learners can gather for reading aloud, class meetings, mini
lessons as well as story time. The reading center, located in one
corner of classroom with a circle rug, is surrounded by beanbag
chairs and a plush sofa. There are shelves and bookstand that
house numerous books at various reading levels. Also, there are
literacy charts hanging on the wall and finger puppets as well as
staffed animals on the selves. Learners can use these to act as
characters in the learning materials. In addition, these objects
allow learners to take risks with language as it is objects that
are speaking rather than the learners.
Learners can also select appropriate books for reading in
accordance with their reading levels as well as practice reading
aloud. The teacher’s responsibility is to facilitate reading time,
help learner’s use books that are appropriate for their reading
levels, and model appropriate methods of using the finger
puppets as part of learning activity. A teacher can assess the
effectiveness of this location on language development by
tracking a learner’s reading abilities and progression though the

4. different book difficulty levels.
Collaborative Worktable
This area is designed to enhance and support language
learning and use by providing learners with an area to work
together for arts and crafts, to foster group interaction as well
as to work on specific project. Teachers can provide learners
with colored pencils, scissors, glue, pen and other craft supplies
to make posters for classroom, to draw phrases they have
learned and create pictures to take home describing whatever
they have learned during the day. The teacher’s primary role is
to direct learners in their activities, ask questions about their
assignment as well as engage learners when they have any
questions to encourage conversation as well as language use.
Teachers can assess the effectiveness of this area in providing
opportunities for language development by observing the
learner’s excitement to use the area.
Conclusion
The classroom is, without any doubt, a place that is rich in
learning as well as development opportunities. Teachers can
design it in a specific and thoughtful way to support learners’
progress. Most importantly, there is need to transform the
classroom into an area where every learner can succeed in their
endeavor. By setting up the classroom class with students’
needs, teachers can support literacy and language development
among learners. Having areas such as the computer corner, a
reading corner as well as a collaborative worktable that are
specifically designed to support use of languagecan enhance the
learning process for young students.
References
Celic, C. (2009). English language learners day by day, K-6. A
complete guide to literacy, content area, and language
instruction. (1st ed.). Portsmouth, NH: Heinemann
Piper, T. (2012). Making meaning, making sense: Children’s
early language learning. San Diego, CA: Bridgepoint
Education.

5. Plowman, L., Stephen, C., & McPake, J. (2010). Growing up
with technology: Young children learning in a digital world.
Abington Thames: Routledge.
Running Head: LANGUAGE INTERVIEW
1
LANGUAGE INTERVIEW 6
Language Interview
Kawanda Murphy
Instructor Afiya Armstrong
Ece315 Language Development in young Children
1/719
Language Interview
Language development begins at a very tender age. Kids start to
learn language development as early as the time when they are
still in their mother’s womb. However, this is never the best
way through which they can learn language development
compared to when they interact with adults (Owens, 2015). At a
classroom level, in a preschool, in particular, the teachers have

6. the responsibility of ensuring that the class was well-arranged
and that every place is easily reachable by these young students.
Oral teaching technique remains one of the best approaches that
can be made us of in this context because children learn through
observing what they hear. As piper (2016) depicts, language
development is enhanced when these young children are given
many activities then granted the permission of choosing their
favorite on their behalf.
Thesis
In a classroom set up, there exist many ways through which a
preschool teacher can establish language advancement. When
children are at home, their parents play a vital role in
developing their language by frequently holding conversations
with them.
Identify five questions that you could ask someone with
preschool experience about how they support language
acquisition for the stages of development in the classroom
1. Which skills do you have in working with children with
communication disorders?
The skills being in possession of in handling children with
communication disorders at preschool level include Patience
which gives me enough time to mediate the situation that such
children are in at their time of need. Excellent listening skills
also play a vital role in ensuring that there exists a clear
understanding between the students and the respective teacher.
Encouragement and assisting skills that will later ensure
maximum participation like the normal children is also vital as
this helps in providing that children with disorders don’t feel
neglected and left out.
2. How do you monitor learning and growth in language
development?
Children develop in different ways and at different times. As a
result, there is a laid down plan which is responsible for
assessingstudents’ progress. Observation is used in checking if
the student has mastered already covered lessons and also check
if they are genuinely ready to move to a more challenging task.

7. 3. How do you help children interact with their peer?
A developmentally appropriate curriculum in use if well-
followed covers the emotional and social skills. The only thing
Ito be done is following the curriculum fully, and at the end of
it, children will be fully trained in the ways they can interact
with their peers.
4. What is the impact of children’s peer in their language
development and acquisition?
When children attain the age of attending preschool, they tend
to be aware of some issues concerning their stay at home. As a
result, their peer will have a significant effect on the decisions
that they are likely to make. Children return home saying new
things on a daily basis outside the ones that might have been
covered in class. Trying to ask them, they will respond that they
heard them from someone else, their peer probably. This is a
better proof of the peer's influence in their language
development since one another obtains new phrases and words.
However, they are unaware that they are teaching one another.
This has a significant effect in expanding one another’s
language amongst themselves.
5. How do you prepare children language for their later life?
Preparation of these children for their later life as far as
language development is achieved by using a comprehensive
curriculum that covers possible aspects in their later time. This
includes ensuring success in emotion and peer skills which are
later very important in communication at their later time.
Summaries and explain three ways you will meet the needs of
children in a developmental stage of your choice to support
their language development using your knowledge of language
acquisition
I will focus on the pre-school age stage of development. The
following can help in meeting the needs of children preschool
developmental stage.
i. Be a good role model:
There is always that elder person who children admire to be like
when they grow up. In most cases, their role model is the person

8. close to them and who heavily interacts with them. Role models
are very influential to the growing children, and as a result, the
preschool teacher needs to behave well and depicts better skills
that if any children dream to be like him/her, all will be well to
such children (Nippold, 2016).
ii. Responding to the children speech and vocalizations
Children are fond of talking too much even over petty issues.
The issues that seem senseless to adults are massive and critical
to children, and as a result, you will realize that they keep on
asking many questions over such matters (Turnbulln& Justice,
2016). Responding to their vocalizations expands their minds
because they will be aware of many issues that they have come
across. Thus enhancing their satisfaction. This helps in
language development and acquisition.
iii. Engage in joint attention with children
Joint attention with children shows the importance and the
concern that a preschool teacher might be having to this
children. As a result, they will be motivated to take anything
they are told more seriously than before and hence improving
their language development (Turnbulln& Justice, 2016).
References
Nippold, M. A. (2016). Later language development: School-age
children, adolescents, and young adults. PRO-ED, Inc. 8700
Shoal Creek Boulevard, Austin, TX 78757-6897.
Owens Jr, R. E. (2015). Language development: An
introduction. Pearson.
Piper, T. (2016). Language for all our children. Merrill.
Turnbull, K. L. P., & Justice, L. M. (2016). Language
development from theory to practice. Pearson.

9. 1
Running Head: LITERACY LESSON PLAN
Lesson Plan Template
8
LITERACY LESSON PLAN
Kawanda Murphy
Instructor Afiya Armstrong
Ece315 Language Development in young Children
1/14/19
Content Area or Developmental Focus: Language and Literacy
Development
Age/Grade of Children: Kindergarten (From 3-5 Years-Old)
Length of Lesson:
Goal
The main goals of this literacy plan are; to ensure that the
children are able to use the language as they are taught in the
class as well as improving the literacy level.
To facilitate the above mentioned goals the student will be
involved in the various essential indicators that will signal the

10. development and expansion of all the skills that are related to
the improvement in the improvement of the literacy level and
the development of the language.
This is aimed at achieving the above mentioned goals.
Objective
The objectives of the literacy plan are related with the above
goals in that the children will be able to use their language as
taught in the class to facilitate communication with one another.
It will as well help the children improve their literacy level
through the fact that they must understand the text provided
through explain in more simplified form all the information in
the text.
The children have to recognize the rhyming sounds in the
spoken language. He/ she should know and apply letter sound
correspondence and beginning sounds recognition skills.
Standards Included
As in the objectives above, the children have to recognize the
rhyming jingles in the articulated dialectal, identify, distinguish
and spread over letter sound messages and commencement
sounds acknowledgment aids. This may be achieved through use
of the rhyming words in the different songs or poems, as well as
the simple stories given by the teacher.
The teacher will note the accomplishment of this if the children
simply recite, chant or rhyme the texts given. In the making up
progress the facilitator will require the students to make their
own chants or rhymes through very minimal assistance. It is
notable that some of the children are learning English as a
second language; this proves that intensive care in mastering the
language is very important.
First Goal;
Student exceeds 4’s –when the assignment given exceeds three
dissimilar braces of verses, recognizes those that couplet with
nearlygrown-upsupport.
Making progress- when offered with trivial set of verses,

11. recognizes those that jingle and those that do not jingle.
Accomplished for K (End of K) - the student self-sufficiently
and dependablydifferentiates verses that jingle from those that
do not jingle.
Second Goal;
The child will have to communicate familiarities, thoughts and
emotional state through use of dialogue in that dialectal.
First step; combines language through words and signs to
describe their doings or the experiences for example she may
say ‘me jump’ while she does that.
Step two; combines words in a sentence following the subject-
verb- object order. To show that that child at the age of three
has accomplished the 3’s (First step for K), he/ she must be able
to combine more than four words to clearly describe self.
For those who are 4-years they must be use 5-6 words in a
sentence to describe the different ideas. The children will have
accomplished this stage if he/ she can be able to use compound
questions, and/ or declarations that have more words to show as
well as to access info.
In the case that the student exceeds for 4’s, he/ she uses two
associated decrees to express thoughts and account with
relevant info to the queries and remarks as well on others.
To achieve for K (End of K) the student uses more than three
sentences which are connected to outline thoughts and answer
with the pertinent info to the queries posted and remarks on
others.
For the children with the special needs it is important to
consider a smaller score compared to the others. For example
for the deaf the combination of the signs which are the main
means of communication will have to be checked properly to
ensure that the intended message is coded in the signs. Less
participation will be considered.
Materials

12. Texts for the children including story books, song books.
Pictures, pens/ biros, exercise books, different shapes in the
form of models and any other materials that may be deemed as
important according the goals and the objectives of the lessons
Introduction
While introducing the lessons to the children it is very
important to ensure that they are largely involved in the lesson
all of them as a group. For the children it is very important to
have sufficient time for reading the instruction to avoid
misunderstanding. In this case the allocated time for the
instructions must not affect the time allocated for the usual
study. This dictates that the person facilitating the learning
must strictly follow time allocated unless otherwise relevant
reason.
Lesson Development
The teacher will have to first introduce the lesson to the
children through relating the lesson with the former lesson or
even something the children are conversant with. The facilitator
will then explain the lesson to the children as well as
encouraging them to participate through answering the
questions, reading, and singing. The questions posted by the
teacher will signal if the children have understood the material
taught.
Differentiation
This comes in in the case that the lessons look to be somehow

13. related. In this case it is required that the teacher helps to
identify the difference between the two related subjects.
Assessment
(Practice/ Checking for
Understanding)
This is done through asking the children the questions. The
students that pass with the highest score have more
understanding of the material taught in the class. Those with
less score will require further assistance on that subject.
Questions may be in written for or even assignment that
requires presentation.
Closing
When all the material has been understood by the children then
it means that the objectives of the lesson have been achieved. In
this case recognize the commitment of the children and parents
as well as their efforts that have necessitated the success of the
set goals.
References

14. Center on Enhancing Early Learning Outcomes.(2014). State-
By-State.Retrieved from http://ceelo.org/state-
information/state-map/.Common Core State Standards
Initiative.(2015). Standards by State. Retrieved from
http://www.corestandards.org/standards-in-your-state/
Head Start.(2011). Head Start Child Development and Early
Learning Framework.Retrieved from:
http://eclkc.ohs.acf.hhs.gov/hslc/tta-
system/teaching/eecd/Assessment/Child%20Outcomes/HS_Revis
ed_Child_Outcomes_Framework(rev-Sept2011).pdf .
National Center on Child Care Quality Improvement.(2014).
State/Territory Early Learning Guidelines.Retrieved from
https://childcareta.acf.hhs.gov/sites/default/files/state_elgs_web
_final.pdf.
Office of Child Care (2015).State Early Learning
Guidelines.Retrieved from
https://childcareta.acf.hhs.gov/resource/state-early-learning-
guidelines.
The Early Childhood Direction Center.(2006). Developmental
Checklists Birth to Five. Retrieved from
http://www.preschoollearningcenter.org/images/upload/develop
mental_checklist.pdf