Sei500 w2lt assignment
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The document outlines a lesson plan for teaching students about animal habitats. It includes using a Promethean Board for students to respond to discussions and play a matching game to demonstrate their understanding of habitats. Students will take turns asking the class questions about habitats and write 5 complete sentences in their journals about what they learned. The lesson aims to help students at low and high intermediate levels respond to academic discussions, demonstrate relationships between ideas, and ask and answer questions about habitats.
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a controlled experiment in which 9 professional
developers try to understand 6 methods from production
util classes, either with the original variable
names or with names replaced by meaningless single
letters. Results show that parameter names are more
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ELL Stage V Grades 9‐12 Listening and Speaking Page 1.docx
ELL Stage V: Grades 9‐12
Listening and Speaking
Page 1
PPRROOFFIICCIIEENNCCYY LLEEVVEELL DDEESSCCRRIIPPTTOORRSS
Pre-Emergent
A student at this level has no ability or a very limited ability to communicate in English.
Emergent
A student at this level is able to comprehend key words in conversations on topics of immediate personal relevance.
The student has a limited vocabulary and is able to respond using single words and phrases. Errors in phonology and
syntax will impede the comprehension and production of language.
Basic
A student at this level is able to comprehend information shared in social and academic conversations. The student
responds using phrases and sentences. Limited vocabulary and errors in phonology and syntax will impede the
production of language.
Low Intermediate
A student at this level is able to comprehend information shared in social and academic conversations. The student
initiates and responds to conversations using expanded vocabulary in varied sentence structures. Minimal errors in
phonology and syntax may impede the production of language.
ELL Stage V: Grades 9‐12
Listening and Speaking
Page 2
High Intermediate
A student at this level is able to comprehend information shared in social and academic conversations. The student
initiates and responds to conversations using expanded vocabulary in varied sentence structures. The student
demonstrates control of productive language. Minimal errors in phonology and syntax do not impede communication.
Proficient
The student will demonstrate competency in Listening and Speaking based on the knowledge, skills, and abilities
specified in the Performance Indicators at the High Intermediate level in order to access grade-level academic
content.
ELL Stage V: Grades 9‐12
Listening and Speaking
Page 3
C
om
pr
eh
en
si
on
o
f O
ra
l C
om
m
un
ic
at
io
ns
Standard 1: The student will listen actively to the ideas of others in order to acquire new knowledge.
Pre-Emergent Emergent Basic Low Intermediate
High
Intermediate
The student will demonstrate understanding of oral communications by:
PE-1: discriminate
between the initial
and/or final
phonemes in minimal
pairs. (e.g., far-fat)
E-1: discriminate
between the initial,
medial, and/or final
phonemes in minimal
pairs. (e.g., fan-fin)
B-1: discriminate
between individual
phonemes in minimal
pairs and minimal
phrases. (e.g., the fat
cat, the fat rat)
LI-1: discriminating
between individual
phonemes in minimal
pairs, minimal
phrases, and minimal
sentences. (e.g., The
base is nearby. The
vase is nearby.)
HI-1: discriminating
between individual
phonemes in
minimal pairs,
minimal phrases,
and minimal
sentences. (e.g., The
base is nearby. The
vase is nearby.)
PE-2: N/A. E-2: distinguishing
the individual words
of a simple sentence.
B-2: distinguishing
between the
individual words of a
sentence.
LI-2: distinguishing ...
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Element (1): Responsiveness: Did the student respond to the main question of the week?
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9 points
Posts are responsive to and meet the requirements of the Discussion instructions. Posts respond to the question being asked in a substantive, reflective way and refer to Learning Resources demonstrating that the student has read, viewed, and considered the Learning Resources and colleague postings.
7–8 points
Posts are somewhat responsive to the requirements of the Discussion instructions. Posts are not substantive and rely more on anecdotal evidence (i.e., largely comprised of student opinion); and/or does not adequately demonstrate that the student has read, viewed, and considered Learning Resources and colleague postings.
4–6 points
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0–3 points
Element (2): Critical Thinking, Analysis, and Synthesis: Is the student able to make meaning of the information?
9 points (28%)
Posts demonstrate the student’s ability to apply, reflect, AND synthesize concepts and issues presented in the weekly Learning Objectives. Student has integrated and mastered the general principles, ideas, and skills presented. Reflections include clear and direct correlation to authentic examples or are drawn from professional experience; insights demonstrate significant changes in awareness, self-understanding, and knowledge.
9 points
Posts demonstrate the student’s ability to apply, reflect OR synthesize concepts and issues presented in the weekly Learning Objectives. The student has integrated many of the general principles, ideas, and skills presented. Reflections include clear and direct correlation to authentic examples or are drawn from professional experience, share insights that demonstrate a change in awareness, self- understanding, and knowledge.
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SOCIAL SKILLS CHECKLIST (Elementary/Pre-K)
Name of child: ______________________ Date: _______________________ Birth date: __________________________ Assessor’s name: _______________ Instructions: For each question, check if that particular social skill occurs Almost Always, Often, Sometimes, or Almost Never.
RATING SCALE Almost always- the student consistently displays this skill in many settings and with a variety of people
Often- the student displays this skill on a few occasions, settings and with a few people
Sometimes- the student seldom displays this skill but may demonstrate it on infrequent occasions.
Almost Never- the student never or rarely exhibits this skill. It is uncommon to see this in their daily routine.
SOCIAL PLAY & EMOTIONAL DEVELOPMENT Almost Always Often Sometimes Almost
Never 1.1 Beginning Play Behaviors
1. Maintains proximity to peer within 1 foot
2. Observes peers in play vicinity within 3 feet
3. Parallel play near peers using the same or similar materials (e.g., playing cars near a peer who is also playing cars)
4. Physically imitates peer 5. Verbally imitates peer 6. Takes turns appropriately during simple games
1.2 Intermediate Play Behaviors 1. Shares toys and talks about the activity with peers, even
though the play agenda of the other children is different
2. Physically and verbally responds to interactions from peers (accepts toy from peer, answers questions)
3. Returns and initiates greetings with peers 4. Know appropriate ways of joining in an activity with peers 5. Invites others to play 6. Takes turns during structured activities 7. Obeys game rules 8. Requests toys, food, and materials from peers
1.3 Advanced Play Behavior 1. Plays cooperatively with peers during imaginative play 2. Makes comments about what he/she is playing to peers 3. Organizes play (suggests ideas to peers on how to play) 4. Follows peer play plans 5. Takes turns during unstructured activities without a time
limit
6. Offers toys, food, and materials to peers
Social Skills Checklist (Elementary) - 2 -
EMOTIONAL REGULATION Almost Always Often Sometimes Almost
Never 2.1 Understanding Emotions
1. Identifies likes and dislikes 2. Identifies emotions in self 3. Identifies emotions on others 4. Justifies emotions once identified (eating because I’m
hungry)
5. Demonstrates affection and empathy toward peers 6. Refrains from aggressive behaviors toward peers 7. Refrains from aggressive behaviors toward self 8. Does not exhibit intense fears or phobias 9. Interprets body language 10. Uses different tones of voice to convey messages
2.2 Self Regulation 1. Allows others to comfort him/her if upset or agitated 2. Self regulates when tense or upset 3. Self regulates when energy level is high 4. Deals with being teased in acceptable ways 5. Deals with being left out of a group 6. Accepts not being first at a game or activity 7. Accepts losing at a game without becoming upset/angry 8. Says “no†in a.
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Listening and Speaking
Page 1
PPRROOFFIICCIIEENNCCYY LLEEVVEELL DDEESSCCRRIIPPTTOORRSS
Pre-Emergent
A student at this level has no ability or a very limited ability to communicate in English.
Emergent
A student at this level is able to comprehend key words in conversations on topics of immediate personal relevance.
The student has a limited vocabulary and is able to respond using single words and phrases. Errors in phonology and
syntax will impede the comprehension and production of language.
Basic
A student at this level is able to comprehend information shared in social and academic conversations. The student
responds using phrases and sentences. Limited vocabulary and errors in phonology and syntax will impede the
production of language.
Low Intermediate
A student at this level is able to comprehend information shared in social and academic conversations. The student
initiates and responds to conversations using expanded vocabulary in varied sentence structures. Minimal errors in
phonology and syntax may impede the production of language.
ELL Stage V: Grades 9‐12
Listening and Speaking
Page 2
High Intermediate
A student at this level is able to comprehend information shared in social and academic conversations. The student
initiates and responds to conversations using expanded vocabulary in varied sentence structures. The student
demonstrates control of productive language. Minimal errors in phonology and syntax do not impede communication.
Proficient
The student will demonstrate competency in Listening and Speaking based on the knowledge, skills, and abilities
specified in the Performance Indicators at the High Intermediate level in order to access grade-level academic
content.
ELL Stage V: Grades 9‐12
Listening and Speaking
Page 3
C
om
pr
eh
en
si
on
o
f O
ra
l C
om
m
un
ic
at
io
ns
Standard 1: The student will listen actively to the ideas of others in order to acquire new knowledge.
Pre-Emergent Emergent Basic Low Intermediate
High
Intermediate
The student will demonstrate understanding of oral communications by:
PE-1: discriminate
between the initial
and/or final
phonemes in minimal
pairs. (e.g., far-fat)
E-1: discriminate
between the initial,
medial, and/or final
phonemes in minimal
pairs. (e.g., fan-fin)
B-1: discriminate
between individual
phonemes in minimal
pairs and minimal
phrases. (e.g., the fat
cat, the fat rat)
LI-1: discriminating
between individual
phonemes in minimal
pairs, minimal
phrases, and minimal
sentences. (e.g., The
base is nearby. The
vase is nearby.)
HI-1: discriminating
between individual
phonemes in
minimal pairs,
minimal phrases,
and minimal
sentences. (e.g., The
base is nearby. The
vase is nearby.)
PE-2: N/A. E-2: distinguishing
the individual words
of a simple sentence.
B-2: distinguishing
between the
individual words of a
sentence.
LI-2: distinguishing ...
Chapter 6_ED450
Chapter 6 is based on using guidelines to keep in mind for teachers as they create their own test items. The information presented in my opinion were very useful and can certainly be referenced.
Forte language games for teaching theory
How do we engage students, respond to the knowledge proliferation climate, and cross boundaries impeding theory-research-practice integration? Language games. Wittgenstein’s metaphor, will be developed as a framework for teaching theory application and modeling multi-theory fluency and literacy. A variety language games will be introduced and played.
Lesson plan Bahasa Inggris Kelas VIII KD 3.9 4.10 Kurikulum 2013
Lesson plan Bahasa Inggris SMP Kelas VIII KD 3.9 4.10 Kurikulum 2013
Project Proposal
This is an extended proposal which will be the basis of my research after the game has reached the final level of beta testing.
ExemplaryProficientProgressingEmergingElement (1) Respo.docx
Exemplary
Proficient
Progressing
Emerging
Element (1): Responsiveness: Did the student respond to the main question of the week?
9 points (28%)
Posts exceed requirements of the Discussion instructions (e.g., respond to the question being asked; go beyond what is required [i.e., incorporates additional readings outside of the assigned Learning Resources, and/or shares relevant professional experiences]; are substantive, reflective, and refers to Learning Resources demonstrating that the student has considered the information in Learning Resources and colleague postings).
9 points
Posts are responsive to and meet the requirements of the Discussion instructions. Posts respond to the question being asked in a substantive, reflective way and refer to Learning Resources demonstrating that the student has read, viewed, and considered the Learning Resources and colleague postings.
7–8 points
Posts are somewhat responsive to the requirements of the Discussion instructions. Posts are not substantive and rely more on anecdotal evidence (i.e., largely comprised of student opinion); and/or does not adequately demonstrate that the student has read, viewed, and considered Learning Resources and colleague postings.
4–6 points
Posts are unresponsive to the requirements of the Discussion instructions; miss the point of the question by providing responses that are not substantive and/or solely anecdotal (i.e., comprised of only student opinion); and do not demonstrate that the student has read, viewed, and considered Learning Resources and colleague postings.
0–3 points
Element (2): Critical Thinking, Analysis, and Synthesis: Is the student able to make meaning of the information?
9 points (28%)
Posts demonstrate the student’s ability to apply, reflect, AND synthesize concepts and issues presented in the weekly Learning Objectives. Student has integrated and mastered the general principles, ideas, and skills presented. Reflections include clear and direct correlation to authentic examples or are drawn from professional experience; insights demonstrate significant changes in awareness, self-understanding, and knowledge.
9 points
Posts demonstrate the student’s ability to apply, reflect OR synthesize concepts and issues presented in the weekly Learning Objectives. The student has integrated many of the general principles, ideas, and skills presented. Reflections include clear and direct correlation to authentic examples or are drawn from professional experience, share insights that demonstrate a change in awareness, self- understanding, and knowledge.
7–8 points
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4–6 points
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Social Skills Checklist (Elementary) - 1 - SOCIAL SKILLS CHECKLIST (E.docx
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Name of child: ______________________ Date: _______________________ Birth date: __________________________ Assessor’s name: _______________ Instructions: For each question, check if that particular social skill occurs Almost Always, Often, Sometimes, or Almost Never.
RATING SCALE Almost always- the student consistently displays this skill in many settings and with a variety of people
Often- the student displays this skill on a few occasions, settings and with a few people
Sometimes- the student seldom displays this skill but may demonstrate it on infrequent occasions.
Almost Never- the student never or rarely exhibits this skill. It is uncommon to see this in their daily routine.
SOCIAL PLAY & EMOTIONAL DEVELOPMENT Almost Always Often Sometimes Almost
Never 1.1 Beginning Play Behaviors
1. Maintains proximity to peer within 1 foot
2. Observes peers in play vicinity within 3 feet
3. Parallel play near peers using the same or similar materials (e.g., playing cars near a peer who is also playing cars)
4. Physically imitates peer 5. Verbally imitates peer 6. Takes turns appropriately during simple games
1.2 Intermediate Play Behaviors 1. Shares toys and talks about the activity with peers, even
though the play agenda of the other children is different
2. Physically and verbally responds to interactions from peers (accepts toy from peer, answers questions)
3. Returns and initiates greetings with peers 4. Know appropriate ways of joining in an activity with peers 5. Invites others to play 6. Takes turns during structured activities 7. Obeys game rules 8. Requests toys, food, and materials from peers
1.3 Advanced Play Behavior 1. Plays cooperatively with peers during imaginative play 2. Makes comments about what he/she is playing to peers 3. Organizes play (suggests ideas to peers on how to play) 4. Follows peer play plans 5. Takes turns during unstructured activities without a time
limit
6. Offers toys, food, and materials to peers
Social Skills Checklist (Elementary) - 2 -
EMOTIONAL REGULATION Almost Always Often Sometimes Almost
Never 2.1 Understanding Emotions
1. Identifies likes and dislikes 2. Identifies emotions in self 3. Identifies emotions on others 4. Justifies emotions once identified (eating because I’m
hungry)
5. Demonstrates affection and empathy toward peers 6. Refrains from aggressive behaviors toward peers 7. Refrains from aggressive behaviors toward self 8. Does not exhibit intense fears or phobias 9. Interprets body language 10. Uses different tones of voice to convey messages
2.2 Self Regulation 1. Allows others to comfort him/her if upset or agitated 2. Self regulates when tense or upset 3. Self regulates when energy level is high 4. Deals with being teased in acceptable ways 5. Deals with being left out of a group 6. Accepts not being first at a game or activity 7. Accepts losing at a game without becoming upset/angry 8. Says “no†in a.
The ms1 ms2 & ms3 annual learning plans June 2107
1- The annual learning plan
The annual learning plan is a comprehensive plan of a program of study within an educational project that aims to achieve the global competence of a learning level on the basis of the target competency stated for each domain ( oral interaction, interpretation of oral and written messages and production of oral and written messages) and through an integrated set of learning sections.
Each plan starts from the target competency to achieve and whose development is carried out through a problem-solving situation in its general context that the learner may encounter in his or her school or social life and a set of partial situations conducive to integration and potential remediation. The plan also contains instructions from the “support document” and the “teacher’s guide” and the estimated time to devote to the learning section to ensure an adequate implementation of this latter.
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Sei500 w2lt assignment
- 1. Low/High Intermediate Building Background Standard 1, L1-5: Responding to academic discussions Standard 1, H1-5: Demonstrating relationships among facts, ideas, or events Standard 2, L1-5: Asking and responding to academic questions Standard 2, H1-5: Asking and responding to academic questions in complete sentences Student will use the Promethean Board to respond to academic discussion on animal habitat. Student will use the Promethean Board to play a game in which, based on background knowledge, will select the correct habitat for 5 animals. Student will become the teacher (reciprocal teaching) and ask the class questions pertaining to animal habitat. Students will write in their journals 5 complete sentences about what they have learned about animal’s habitat. Reference http://www.slideshare.net/fullscreen/taunyahopkins/siop-lesson-plan-meets-proficiency-levels/4