2 3 grade devlopment
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This document discusses the development of second graders across several domains. It notes that second graders begin to reason better and concentrate, while also worrying more and lacking confidence. They demand more of their teacher's time and dislike praise. The document outlines basic skills second graders work on, like phonics, reading 200 common words, writing with punctuation, and math skills like addition and place value. It also discusses typical intellectual, social, emotional, motor, physical, language and thinking development of 7-8 year olds. The document provides tips for parents to help second graders and notes red flags to watch out for regarding intellectual, social, motor and language development.
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2 3 grade devlopment
This document discusses the development of second graders across several domains. It notes that second graders begin to reason better and concentrate, while also worrying more and lacking confidence. Academically, it outlines skills second graders typically master like reading 200 common words, writing with proper grammar and punctuation, and performing basic math operations. Socially and emotionally, it describes how second graders like more independence but may use aggression to solve problems. They are easily distracted but enjoy learning new skills. The document provides tips for parents to help support their child's intellectual, social, and emotional growth during this stage of development.
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This document discusses different types of language learners, including those studying English for specific purposes or as a foreign/second language. It describes learners of varying ages from very young to young adults, and notes appropriate teaching methods for each group. The document also outlines different proficiency levels according to the Common European Framework of Reference for Languages, from beginner to advanced levels.
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This document provides an overview of the modules used in an English curriculum. It describes the various sections contained within each module, including the module number and title, introduction, learning objectives, instructions for working through the activities, pre-assessments, and post-assessments. The activities are designed to develop language skills like listening, speaking, reading, vocabulary, grammar, literature, and writing. Each activity is introduced by an icon identifying the language skill. The document explains that completing the modules and assessments is intended to help students achieve the learning objectives and communicate better in English.
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This document outlines the expectations and activities for a Year 7 language class, including introducing an activity where students will work in groups to create and learn a new language for an imaginary island, with the goal of practicing language skills and cultural understanding. Students will draw and label their island, learn vocabulary in their new language, and roleplay communicating with speakers of other imaginary islands' languages.
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In English there is no difference in formal and in formal personal pronouns, but there is certain vocabulary and phrases that we use when speaking or writing in each situation.
In this lesson you will learn to write emails or letters and the difference between formal and informal styles of communication.
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In English there is no difference in formal and in formal personal pronouns, but there is certain vocabulary and phrases that we use when speaking or writing in each situation.
In this lesson you will learn to write emails or letters and the difference between formal and informal styles of communication.
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2 3 grade devlopment
This document discusses the development of second graders across several domains. It notes that second graders begin to reason better and concentrate, while also worrying more and lacking confidence. Academically, it outlines skills second graders typically master like reading 200 common words, writing with proper grammar and punctuation, and performing basic math operations. Socially and emotionally, it describes how second graders like more independence but may use aggression to solve problems. They are easily distracted but enjoy learning new skills. The document provides tips for parents to help support their child's intellectual, social, and emotional growth during this stage of development.
Class man unit 1
This document discusses different types of language learners, including those studying English for specific purposes or as a foreign/second language. It describes learners of varying ages from very young to young adults, and notes appropriate teaching methods for each group. The document also outlines different proficiency levels according to the Common European Framework of Reference for Languages, from beginner to advanced levels.
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This document provides an overview of the modules used in an English curriculum. It describes the various sections contained within each module, including the module number and title, introduction, learning objectives, instructions for working through the activities, pre-assessments, and post-assessments. The activities are designed to develop language skills like listening, speaking, reading, vocabulary, grammar, literature, and writing. Each activity is introduced by an icon identifying the language skill. The document explains that completing the modules and assessments is intended to help students achieve the learning objectives and communicate better in English.
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This document outlines the expectations and activities for a Year 7 language class, including introducing an activity where students will work in groups to create and learn a new language for an imaginary island, with the goal of practicing language skills and cultural understanding. Students will draw and label their island, learn vocabulary in their new language, and roleplay communicating with speakers of other imaginary islands' languages.
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In English there is no difference in formal and in formal personal pronouns, but there is certain vocabulary and phrases that we use when speaking or writing in each situation.
In this lesson you will learn to write emails or letters and the difference between formal and informal styles of communication.
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1) The document provides a scheme of work for an English class at SMK Lahar over 40 weeks. It outlines the weekly themes, learning outcomes, activities and assessments.
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- English aims to develop competence in communication through listening, speaking, reading, and writing.
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These documents summarize 3 English lessons for a Year 6 class with the theme "World of self, friends & family". Each 60-minute lesson focuses on building vocabulary, sentence construction, and reading skills related to the topic "Wonderfully Made". Activities include shared reading, discussing vocabulary, and creating simple and compound sentences. Moral values of respect and thankfulness are emphasized along with reading, generating ideas, differentiating, and comparing. Teaching aids used are the Year 6 textbook and worksheets.
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This document outlines expectations and lesson plans for a Year 9 foreign language class. It discusses continuing a qualification called FCSE which involves listening, speaking, reading and writing assessments. Students will work in pairs and groups practicing conversational skills. Topics covered include the local area, environment and celebrations. Assessments involve writing short passages in the target language about personal experiences and opinions referring to past, present and future events. The goal is to provide a minimum of eight information items including a verb in each for distinction level work.
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The document outlines a 4 day lesson plan focusing on sounds, letters, reading and friendship. Day 1 involves listening to a story about characters Andy and Sammy and singing a song replacing character names. Day 2 focuses on reading, with pupils recognizing initial/final sounds of letters like s, p, c, a, t and blending phonemes. Pupils locate letters and do actions for phonemes. Day 3 involves writing letters modeled with clay. Day 4 has pupils creating name tags while singing a modified song. The plan aims to teach sounds and letters while promoting friendship.
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The document provides a yearly lesson plan for an English language class in Year 3. It is divided into 4 units covering different topics: Things I Do, Being Healthy, My Cousins, My Neighbour, and People Around Me. Each unit lists the learning standards and outcomes for listening, speaking, reading, writing, language arts and grammar. It also provides suggested activities and assessments for each week to teach the content and evaluate if students achieve the learning standards. The lesson plan aims to develop students' English proficiency through practicing pronunciation, conversations, reading comprehension, creative writing and grammatical understanding by the end of the year.
Learning Outcomes / Objectives
The document outlines learning outcomes and objectives for English and writing courses at different levels (M3, M5, M6). The objectives are consistent across levels and include: 1) using technology to develop English literacy skills, 2) communicating in English in real and simulated situations, and 3) achieving various writing outcomes such as using the writing process, writing paragraphs and essays, and writing on personal, everyday, and social topics.
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The lesson plan has two sessions and aims to teach 6-7 year old students parts of a house vocabulary using the story "Where's My Bear?". In session one, students will play naming games to introduce house vocabulary and predict what happens in the story. They will then listen to the story, answering comprehension questions. Session two involves flashcard games to review vocabulary, sequencing story events, drawing and labeling a house, and computer activities to practice vocabulary. The goal is for students to orally identify, use, and write high frequency house words and understand locations using prepositions like "in".
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The document provides information about the English subject competencies for grades 1-6 in the Philippine elementary curriculum. It describes the key areas of listening, speaking, reading and writing. For grade 1, learners are expected to develop basic communication skills like responding to greetings, following simple directions, and identifying letters and sounds. They also begin to demonstrate writing readiness, tracing and copying letters. The curriculum aims to develop literacy and language skills in a progressive manner through the primary grades.
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This document outlines competencies and content standards for mother tongue development in grades 1-3. It covers oral language skills like listening comprehension, sequencing events, relating stories to personal experiences, and discussing texts. It also covers phonological skills, book and print knowledge, alphabet knowledge, word recognition, fluency, spelling, handwriting, and composing. The standards progress from basic skills like identifying letters and sounds in grade 1 to more advanced skills like inferring characters' feelings and predicting outcomes in grades 2-3. The overall purpose is to develop students' competency in their mother tongue across multiple literacy domains.
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The flipped classroom model allows students to receive content as homework by watching lectures and documentaries before class. This prepares students to apply what they've learned during class time through interactive activities and discussions. With content delivered asynchronously outside of class, teachers can take on more of a facilitator role in class to guide students as they work through problems and apply the concepts themselves. This makes class time more communicative and effective for learning compared to traditional teacher-centered lectures.
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The lesson plan provides details for a 30 minute English language class for Year 5 students focusing on the life cycle of frogs. Students will learn vocabulary related to frogs and their development, practice pronunciation of multi-syllable words, read about the frog life cycle, and participate in a quiz to assess their comprehension. The lesson emphasizes speaking, reading, and listening skills as well as the moral value of caring for animals.
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Session 5: Presentation and Publication in the Digital Era
S. Ashley Summers describes her classroom setup which includes assigned seating, grammar and writing posters on the walls, and pictures of former students. The curriculum covers grammar rules, writing, reading comprehension, dictionary skills, and research projects. Summers teaches narrative essays, persuasive essays, informative essays, friendly letters, biographies, poetry, and a "Book of Memories" writing project. Her student population includes 3 gifted students, 8 students with IEPs, 1 student with a 504 plan, and 1 student with behavioral difficulties.
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This document contains a student-led conference presentation by Anni Rytkola from April 2009. It includes summaries of her strengths and next steps in various academic subjects. Her strongest learning style is interpersonal, and her weakest is word smart. In writing, she can correctly use punctuation but needs to add more characters and periods in stories. In reading, she completes book reports on time but needs to write more sentences in responses. In math, she understands temperature and graphs but needs to learn about pictographs. Her goals are to write longer quest stories, stop fighting with her sister, and read a long English book within 7 weeks. Her teacher comment praises her indigenous peoples project and medieval podcast, and notes she works consistently
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This document outlines the content and learning standards for 6 units taught over 18 weeks in a primary school. Each unit covers topics like health, family, neighborhood, and pets. The standards cover areas like speaking, listening, reading, writing, language arts and grammar. Specific skills are listed for each standard, such as speaking with correct pronunciation, reading sentences, writing sentences, enjoying poems and using nouns/pronouns correctly.
Form 2 English Language Scheme of Work with DSP 2014
1) The document provides a scheme of work for an English class at SMK Lahar over 40 weeks. It outlines the weekly themes, learning outcomes, activities and assessments.
2) The themes cover topics about people, environment, health, social issues, and science/technology. Learning outcomes focus on interpersonal, informational and aesthetic uses of language.
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- 1. Development of Second Graders In School and Life By Chandra, Lee, Scott, Hannah and Nicole
- 2. Attributes of Second Graders Begin to reason and concentrate. Worry, are self-critical, and may express a lack of confidence. Demand more of their teacher's time. Dislike being singled out, even for praise.
- 3. Second Grade Basic Skills Second grade offers the Apply more complex phonics skills in his reading. opportunity for plenty of Automatically read the 200 most review so that students truly commonly used words. master all the skills Write sentences using correct presented in first grade. punctuation and capitalization. Students will also learn to Recognize and use nouns and recognize familiar words action verbs in sentences. more rapidly, read new Write legibly in cursive. words, add and subtract Add and subtract any 2-digit number. faster, compose more Handle place value concepts for 3- complex sentences, spell digit whole numbers. many new words, and Identify time to include half-hour increase their reading and and 5-minute intervals. speaking vocabularies. In Identify the value of pennies, nickels, dimes, quarters, half-dollars, second grade, a typical and dollars. student will:
- 4. Intellectual development for 7-8 year olds Eager for learning Enjoys hobbies and skills Likes to be challenged
- 5. Social development for 7-8 year olds Likes more responsibility and independence Participates in loosely organized group play Concerned with self and others’ reaction May use aggression as to solve problems Starts division of sexes
- 6. Emotional development for 7- 8 year olds May complain a lot May not respond promptly or hear directions Easily distracted May withdraw or not interact with others
- 7. Motor Development hand-eye coordination is well developed has good balance can execute simple gymnastic movements, such as somersaults
- 8. Physical development of 7-8 year olds Drives self until exhausted May frequently pout Has well-established hand-eye coordination and is likely to be more interested in drawing and painting May have minor accidents Have fewer illnesses but may have colds for longer duration Appetite decreasing May develop nervous habits or assume awkward positions
- 9. Language and Thinking Development uses a vocabulary of several thousand words demonstrates a longer attention span uses serious, logical thinking; is thoughtful and reflective able to understand reasoning and make the right decisions can tell time; knows the days, months, and seasons can describe points of similarity between two objects begins to grasp that letters represent the sounds that form words able to solve more complex problems individual learning style becomes more clear-cut
- 10. How Parents can Help Second Graders Develops a concept of herself. Begins to understand others. Gains respect for others. Builds relationships with others. Develops a sense of responsibility.
- 11. Red Flags Intellectual: Students who have trouble finding what hobbies or skills that they enjoy doing. Social: Not participating in groups, or having trouble making friends. Keeping to themselves Motor: Hand eye coordination or motor skills not developing. Language and thinking: Trouble pronouncing words or letter. Language and Thinking: Difficulty understanding written word and what sounds letters represent.