Everything about me
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The document discusses creating an English blog for 6th grade students in Medellin, Colombia. The blog aims to help students develop communicative skills to talk about themselves, including personal pronouns, possessive adjectives, body parts, personal information, and likes/dislikes. A variety of resources like readings, videos, songs, images, and games will be used to help students consolidate their knowledge about topics covered in the blog.
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This document provides information about Student A, a junior kindergarten student from a Spanish-speaking home. It outlines Student A's academic strengths and challenges, as well as funds of knowledge from his home and culture. Student A struggles with English proficiency, literacy skills, and academic vocabulary. However, he is supported by his family to attend school regularly and enjoys participating in classroom activities. His funds of knowledge include being fluent in Spanish, visiting extended family in Mexico annually, and witnessing his father's recovery from an injury.
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This document discusses different types of bilingual students:
- Balanced bilingual students who are proficient in two languages orally and academically.
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- Limited bilingual students who are fluent in their primary language and may be fluent in English conversationally but their academic skills are still developing in both languages.
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Young learners acquire language more easily than older learners due to brain plasticity and greater language exposure. Girls tend to perform better in grammar and spelling while boys learn more visually. Individual differences like aptitude, motivation, cognitive styles and personality can influence how successfully one acquires a second language. Learning strategies also impact language learning, with younger learners relying more on repetition and older learners on synthesis. Females tend to employ social/affective strategies more than males.
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This document provides information about Student A, a junior kindergarten student from a Spanish-speaking home. It outlines Student A's academic strengths and challenges, as well as funds of knowledge from his home and culture. Student A struggles with English proficiency, literacy skills, and academic vocabulary. However, he is supported by his family to attend school regularly and enjoys participating in classroom activities. His funds of knowledge include being fluent in Spanish, visiting extended family in Mexico annually, and witnessing his father's recovery from an injury.
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The pupil introduces himself/herself orally to the members of the blog. He/she responds to their questions about his/her name, age, class, hometown. He/she asks about a new friend's name.
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on topics dealt with in the previous
4131 SY
This document provides information about the course CT4131 Language and Literacy in the Early Childhood Curriculum taught at Teachers College, Columbia University in the fall of 2008. The course is an introduction to early communication, language, and literacy development for children from infancy to age 4-5. It covers topics such as how young children learn to communicate, develop language skills, and learn early literacy. Assignments for the course include a child study and language development plan, an annotated bibliography of children's books, a letter on a social justice issue related to language or literacy, and reflections on telling stories to young children. The overall goal is for students to better understand language acquisition and apply this knowledge to developing curricula that
Syllabus first level
This document provides a syllabus for an English I course taught at Universidad Técnica del Norte in Ecuador. The course is designed to teach English communication skills to elementary (A2) students. Over the course of 6 months, students will complete 6 units covering topics like people, work, daily life, food, places, and family. Assessment will include unit tests, midterm and final exams, projects, and class activities evaluating listening, speaking, reading and writing skills. The goal is for students to develop basic communicative abilities in English.
5 Ways to Motivate Unmotivated English Learners
This document provides 5 strategies for motivating unmotivated English language learners: 1) Identify students' strengths and interests to make lessons more engaging; 2) Promote contact with English speakers and culture by having students interact with English icons; 3) Encourage students to set attainable goals to build self-efficacy; 4) Incorporate modern technology into classes to appeal to different learning styles; 5) Establish an effective reward system and acknowledge good behavior to show support. The document suggests teachers get to know their students better to plan relevant lessons, and use praise and small rewards to motivate reluctant learners.
Pedagogical proposal ict CLASS
The document is a pedagogical proposal from a student named Nataly Muñoz for using ICT resources to design an English unit and promote innovation in second language learning. The proposal includes: an introduction outlining the goal of using ICTs effectively in the classroom; details about the students and classroom; objectives to develop language skills through reading and speaking activities; a methodology using presentations and descriptive writing; and resources like Wix, Google Docs, and PowerPoint. The activities include a reading comprehension task and a speaking activity where students research and present on a famous person's physical appearance.
Pedagogical proposal ict
The document is a pedagogical proposal from a student named Nataly Muñoz for using ICT (information and communications technology) resources to design an English unit that promotes innovation in second language learning. The proposal includes context about the school and students, objectives to develop language skills in reading and speaking, a methodology using tools like PowerPoint and Google Docs, activities including a reading and speaking task, and a reflection on the importance of using ICT in language learning.
Describing my family
This document describes a blog about describing family members. It discusses the school environment where fifth grade students will use the blog, including details about the physical school. It explains that the blog will help students learn vocabulary to describe people, clothes, and places through videos and flashcards. Students will work from a communicative perspective to ultimately be able to describe family members, friends, and places in English. The blog contains videos, audio material, and a web quest to help students learn through an engaging and technological approach.
SIOP Refresher: Meeting the Needs of our ELLS
This was our first PD of the school year, providing our teachers with the key principles of language instruction for ELLs and classroom implementation examples. Supplemental materials were also provided in a binder, such as a glossary of terms, GO-TO Strategies Matrix, differentiated techniques for ELLs, and one page handouts on various instructional strategies discussed.
Describing my family
This document describes a blog about describing family members. It provides context that the blog is aimed at fifth grade students studying English at a school in Colombia. It details the school environment and notes that students have low English skills. The blog aims to teach students vocabulary to describe people, clothes, and places through videos, audio materials, and a web quest. The goal is for students to learn how to describe family members, friends, and places in English.
Testing task 2
The document describes the development of a typical 6-year-old child. Physically, cognitively, emotionally, and socially they are gaining more independence but still learning. They can count to 10, understand time concepts, and express themselves well through language. Socially, they enjoy friendships and team activities. Their fine motor skills allow them to dress themselves and write letters and numbers. They enjoy reading, drawing, games, and collecting things.
The Unit Plan Profile Eighth grade students were the
The Unit Plan
Profile
Eighth grade students were the focus when choosing to create this unit plan. The
needs for students in this grade level are understanding college credits, G.P.A., admissions
process, self-awareness, self-regulation and financial understanding.
In order to find out what academic needs are required in middle school, we as
counselors can ask the following questions to find out more detailed information.
o Do you find students have poor time management skills?
o Are students paying enough attention to receive what standards they need
to be promoted?
o What type of struggles are you noticing with senior students in middle
school?
o Do you incorporate SEL in each of your lessons?
Creating a positive culture for students at this stage in their life is important because
of how extreme this generation has developed into depression. Students in middle school
are going through puberty development which causes a great amount of hormones that
they have no idea what to do. To add to their stress, they must begin thinking about high
school courses and making proper choices that will fuel their life career. Teaching students
how to understand different types of paths one can take as well as a tolerance for cultures
or races they do not have the knowledge for, will only enhance their intelligence.
Purpose
The purpose of this unit is to create an awareness to the education system about our
intolerance for new cultures and our lack of understanding when it comes to immigrant
children or first-generation immigrants. Cultures play an immense part of a person’s
emotional and intellectual growth. Creating an environment that is open and caters to
teaching upcoming generations about tolerance and respect for those new people in their
classroom. Counselors should also make it a point to teach our minority students to
tolerate the majority population in a way that they do not cast blame but have the patience
to understand where they were coming.
Overview
In this unit titled Cultural Impacts, educators will focus on the various types of
cultures in and out of the classroom that impacts a student’s life choices. Separating the
definitions of culture to inform students with details and then model how to incorporate
culture in everyday life. Culture is defined to the masses as how your inner family
celebrates their ways of life. However, culture can be within a classroom, workplace, sports
center or community centers. As school counselors, we must dig deeper into ourselves for
patience in understanding why a certain student is behaving in a fashion we may find
acceptable. Cultural impacts have been pushed to the sidelines for far too long and we have
a responsibility to teach the upcoming generations.
Implementing this unit into a middle school curriculum, the lesson can be integrated
with world geography (6th grade) by teaching the first subtopic tha ...
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Everything about me
- 2. The target population for this blog, are 6th graders. In this grade, students should be able to understand basic information about topics related to their daily activities and their environment.
- 3. ▪ the students are from a public school in Medellin and are somewhat familiar with the use of technology (computers, cell phones, etc.). they come from average families that have basic resources.Also in the school, they have a computer room available to carry out their works. ▪ Develop in students communicative skills in such a way that they can identify vocabulary related to aspects about themselves and also give personal information.
- 4. Personal pronouns conjugated with the verb to be: Possesive adjectives: Body parts: Personal information: Likes and dislikes: give students a tool to express their ideas in English about themselves. The students will be able to identify the parts of their bodies in English The students will be able to give personal information about themselves The students will be able to express their likes and dislikes in English TOPICS PURPOSES
- 5. With the aim that students can better consolidate their knowledge in front of the topics found in the blog, the following resources will be used: enriching readings, videos, songs, images, games, tasks and PowerPoint presentations.
- 6. Agregar un título de diapositiva (3)