Alignment
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Vertical alignment connects learning objectives between different grade levels to ensure skills are built upon from previous grades. Horizontal alignment coordinates objectives across different subjects within the same grade. The document provides an example of an 11th grade English teacher who engages in both vertical alignment by communicating with 9th-10th and 12th grade English teachers, and horizontal alignment by coordinating with teachers of other subjects for 11th graders to integrate literacy skills and make connections between subjects like literature and history.
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Lesson plan 1 weigum
This lesson plan is for a 2nd grade English class at School N°246. There are 19 students between ages 7-8, including Franco who needs extra attention and Emilia who hides under desks. The lesson aims to focus on oral skills and motivate students. Objectives are to review winter vocabulary like clothes, recognize clothes in a song with the structure "Put on your...", and follow instructions. Activities include flashing cards of seasons/clothes, listening to the song twice with TPR, and a closing circle game. An extra activity divides students into teams to dress up based on instructions.
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Lesson plan 1 weigum
This lesson plan is for a 2nd grade English class at School N°246. There are 19 students between ages 7-8, including Franco who needs extra attention and Emilia who hides under desks. The lesson aims to focus on oral skills and motivate students. Objectives are to review winter vocabulary like clothes, recognize clothes in a song with the structure "Put on your...", and follow instructions. Activities include flashing cards of seasons/clothes, listening to the song twice with TPR, and a closing circle game. An extra activity divides students into teams to dress up based on instructions.
Lesson Planning
Este es un trabajo que nos dejo la profe, con el cual evaluará nuestras habilidades para diseñar el desarrollo de una clase. Espero les pueda ayudar en algún momento
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This document provides a lesson plan for an intermediate English grammar class focusing on the present perfect tense. The lesson involves 18 adult students from various countries. Students will practice asking and answering questions about imaginary past travels using the present perfect tense. They will work in pairs with maps to describe destinations and activities. For homework, students will write a letter describing their travels for a job application.
Warming up
The document provides instructions for several classroom activities:
1) The "pig Unit" activity has students mimic actions done to an imaginary pig as it is passed between the teacher and students.
2) "Let ́s move Unit" activates students with basic physical actions like jumping, clapping, and raising hands.
3) "Categories Unit" has students in a circle saying words related to topics like adjectives, with those who can't think of a word losing.
4) "Charades" has a student at the front try to guess a word on a paper held to their forehead based on clues from classmates.
5) The "20 seconds challenge" gives students 20 seconds each to say as many
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The document describes activities for three language teaching methods:
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2) For the Direct Method, students will listen to a dictation of a text and copy it, writing words correctly.
3) For the Total Physical Response method, students will predict words from a story title, listen to the story, and then make a summary using predicted words. They will also select words from the story to act out.
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Is the Current K-12 Writing Curriculum Effectively Preparing High .docx
Is the Current K-12 Writing Curriculum Effectively Preparing High School Students for College?
Dear Board of Education,
Writing is one of the most important skills taught in the K-12 curriculum. Each year, beginning in kindergarten, students are drilled with grammar rules and writing structures that allow them to put together a five-paragraph essay. The five-paragraph essay is a method used to aid students in taking tests and completing projects. Students are taught that if they correctly demonstrate this writing model with no grammatical errors, they will be effortlessly rewarded with an A each time.
Perhaps this “magical” writing model is too good to be true. As I enter my second semester of college, I am beginning to question the effectiveness of the writing curriculum and the five paragraph essay that I have been exposed to my entire life. Is writing really only about grammar and test practice? Are teachers failing to show students the importance of social involvement in writing? Perhaps the five-paragraph essay that pleases teachers each year is not applicable in every social situation.
The high school writing system focuses almost entirely on writing as a test practice. However, writing scholars have shown that writing is also a social interaction. Writing scholars such as Robertson, Taczak, and Yancey argue that high school writing courses are allowing students to enter college with a lack of prior knowledge necessary for successful writing in various settings. These sources show that K-12 writing focuses too much on literature and not enough on writing. As I reflect on my first semester at Ohio University, I have a clear, firsthand understanding of the “problem with transfer” that these authors have dedicated so much time attempting to eliminate. This fall, I was introduced to various new ecologies in which the five-paragraph essay was no longer sufficient. When I have been handed a writing project in the past, I always resorted to the only way of writing that I was taught in k-12. This is a problem because I was not correctly transferring any of my prior knowledge or adjusting my skills to make my writing appropriate for different situations. I am writing this letter because along with many other students, I was not taught about the various writing ecologies that have different expectations and ideas of what “good writing” is. In addition, I was not taught the importance of the relationship between social interaction and writing. I believe that if the K-12 writing curriculum had focused more on these ideas and less on literature, testing, and grammar, I would not have been so lost during my first semester of college.
Before I argue my point any further, I’d like to give you a brief summary of how I was taught to write before college. In kindergarten and first grade, the focus of our writing curriculum was on spelling words and forming sentences. In elementary school, classes were focused on reading fictional books. We were also ask ...
Academic language
The document discusses the importance of teaching academic language to English language learners. It defines academic language as the language used in the classroom, textbooks, and assessments. Students who master academic language are more likely to be successful in school and their careers. The document provides examples of lessons and activities teachers can use to explicitly teach academic vocabulary, grammar structures, and other features of formal academic language to help English learners access content material and develop proficiency over time.
Teacher cover letters revised 2014
The document provides guidance on writing an effective cover letter for a teaching position. It explains that a cover letter allows teachers to elaborate on their resume and highlight their skills and experience relevant to the desired teaching role. The document outlines the key elements of a cover letter, including addressing it to a specific hiring contact, identifying the position applied for in the first paragraph, highlighting relevant qualifications in the middle paragraphs, and expressing interest in an interview in the closing paragraph. Tips are provided such as showing passion for teaching, customizing each cover letter, and avoiding errors. An example cover letter is also included that addresses the position, discusses relevant experience working with diverse students, and requests an opportunity to interview.
Ways to teach and collaborate in superdiverse schools
Ways to teach and collaborate in superdiverse schoolsNationellt centrum för svenska som andraspråk, Stockholms universitet
Åhörarkopior från Kate Seltzers presentation på Symposium 2015:
http://www.andrasprak.su.se/konferenser-och-symposier/symposium-2015/program/ways-to-teach-and-collaborate-in-superdiverse-schools-1.231482Strategies and activities for english language learners
This document outlines strategies and activities for teaching English to language learners. It discusses promoting vocabulary development through using subject-specific words, visual aids, and games. It also addresses comprehending content by having students do oral reports, reading stories, and exercises tailored to their proficiency level. Discussion is recommended between teacher and student as well as among students, using oral reports, exercises, and picture naming. Interaction should promote confidence in speaking English. Regular practice of oral and written exercises at the appropriate proficiency level helps students learn and prepares them for assessment according to relevant language standards.
The Power of Hidden Language
ABSTRACT: How a teacher responds and communicates to a student often sets the tone, climate, and culture of a person’s educational journey for years to come. This does not just entirely deal with the interactions that take place between a teacher and student for a school term. People’s memories of experiencing a terrific or terrible educator are often etched into their minds. Quite simply, no one forgets a good or bad teacher. The power of hidden language has a lot to do with the type of rapport that will be established between teachers and students.Without it, poor communication, ineffective behavioral responses,and negative attitudes toward learners constantly manifest through the cannons of implicit or explicit language. A teacher’s mannerism, behavior, and expressions to learners convey whether or not the teacher cares for them. Most certainly, students pick up on such a “vibe” whenever an educator is in front of them and “doesn’t like them.” To reaffirm the establishment of an excellent learning environment while supporting the academic needs and excellence of students, patience, support, and love are necessary to build social capital between students and teachers. Student fallibilities should be seen as genuine human responses apart of a person’s learning curve whether than an innate genetic deficit or racial bias lens. Without improving the power of language in a classroom space, cafeteria, or building, negative behaviors between students and teachers will continue to interfere with the teaching and learning process.
Walden web 2.0
1. Reading inventories help teachers determine students' reading levels by assessing their decoding abilities, sight words, fluency, and comprehension. Word lists and oral reading passages are used to evaluate these skills.
2. Guided reading is an effective teaching strategy because it allows teachers to support students as they read out loud. Teachers can model comprehension strategies and activate background knowledge.
3. When using critical and response perspectives, teachers select texts about social issues to help students analyze different points of view and make personal connections to promote deeper understanding.
Multicultural literacy
The document provides examples of how teachers at different grade levels can create a culturally responsive classroom and eliminate gender bias. A third grade teacher designs cultural festivals and discusses values like courtesy that are shared across cultures. An art teacher decorates their room with art from different ethnic groups and discusses cultural values. An English teacher assigns readings from authors with diverse backgrounds. The examples show how recognizing and appreciating diverse cultures and eliminating gender roles can make classrooms more inclusive and effective learning environments.
IEP Students' Attitudes Towards Their NNES Student Teachers
This document summarizes a presentation given by Avram Blum at the TESOL Convention in Boston on March 26, 2010. The presentation examined intensive English program students' attitudes towards their non-native English speaking student teachers. Key findings included that student attitudes toward their NNES teachers were generally positive and comparable to their attitudes toward NES teachers. Both groups of teachers received praise for abilities like explaining grammar clearly. Some students offered suggestions for improvement related to experience, confidence, and clarity for both NES and NNES teachers. Most students said they would be open to either a NES or NNES teacher as a standalone instructor.
Literate environments
The document discusses creating effective literate environments in classrooms. It emphasizes four main aspects: getting to know students through cognitive and non-cognitive assessments; selecting texts that span different genres and reading levels; focusing on the interactive perspective of teaching reading through direct instruction; and providing opportunities for critical thinking and student response to texts. Effective environments get to know individual students, use assessments to guide instruction, incorporate a variety of texts at different reading levels, teach metacognitive reading strategies through modeling and scaffolding, and allow students to engage with and respond to what they read.
Esl Class Observation
This document summarizes an observation of an ESL class at a high school known for problems with drugs and alcohol. The teacher used various techniques including checking for understanding of previous lessons, reviewing vocabulary, having students work individually and in groups, translating questions into students' native language, and correcting off-task behavior. Students worked from a workbook on topics like recycling and pollution. The teacher monitored students and provided assistance.
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Alignment
- 2. Definition “Articulation refers to the incremental development of learning objectives across the tiers and subject domains of formal education” (Watermeyer 2012) Consists of Vertical and Horizontal Alignments
- 3. Vertical Alignment Vertical alignment connects previous learning to future learning. Vertical Alignment is often looked at from one grade level to the next. For example, grade level language arts teachers meet to make sure one level builds from the next.
- 4. Horizontal Alignment Horizontal Alignment is across the same grade level. Teachers from different subjects who teach the same grade meet to ensure their activities are interrelated.
- 5. ALIGNMENT IN MY CLASSES Vertical I talk with ninth and tenth ELA teachers and discuss skills and standards taught in those grade levels. Then, I expand upon those skills. I also know what I should be able to expect from students. I also want to talk with twelfth grade ELA teachers to make certain my students have the skills necessary to progress next year. Horizontal I meet with teachers who teach my students. We discuss how we can work together to teach literacy for eleventh graders in all of our classes. We want our students to make connections. Since I teach American literature and my students take U.S. History, we have lots of opportunities to make connections. We can plan units to coincide with the same time periods.
- 6. Reference Watermeyer, R. (2012). Curriculum alignment, articulation and the formative development of the learner. Retrieved from http://www.ibo.org/globalassets/publications/ib- research/curriculumalignmenteng.pdf.