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This document discusses how an English class uses technology to support children with special needs in developing literacy skills. The class begins with a good morning song to help children focus. Children then work on letter and word recognition by building their names with magnetic letters on the interactive whiteboard. Each child has individual learning targets taken from their individual education plans. The interactive whiteboard allows all children to engage with the lesson and encourages social interaction. Repeating these activities helps children make progress on their learning targets in areas like listening, speaking, and literacy.
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Topic 4
Here are some activities to practice pronunciation of new sounds:
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- Sound bingo using pictures of objects with the target sound
- Sound lotto using picture cards with the target sound
- Sound charades where children act out words with the target sound for others to guess
- Sound flashcards where children repeat words showing the target sound
- Sound chains where children take turns saying a word starting with the last sound of the previous word
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Week 1
Hi my name is Gloria, I am sixty three years old, and I plan to graduate in October of 2016 with a Bachelor degree in Organization Manager. I have taken my entire course for my degree I am working on my elective course so I decided to take a minor in child hood development. I thought that it would be a good course since I have work with children all my life, raising ten children and only three from nature birth. I now work with Garland independent school district and come in contact with children every day. I community with people through knowledge, everyone come to me for advice, I listen to everyone problem and try to give the best advice possible and if I don’t have the answer we try to investigate and come up with the right one. I love helping people in any way that I could, planning on retiring from my job that I have been on for seventeen years with the school. After I retire if I have to go back to work I am leaning toward benign school counselor or an adviser working with children. That is if God allow me to do it.
Week 1 pt. 2
In the early childhood classroom, silence is not golden. Spoken words are opportunities for learning that should take place throughout the day - especially during conversations between children and between teachers and children.
Human language is a remarkable way to communicate. No other form of communication in the natural world transfers so much information in such a short period of time. It is even more remarkable that in three short years a child can hear, mimic, explore, practice, and finally, learn language.
Language learningthere is no genetic code that leads a child to speak English or Spanish or Japanese. Language is learned. We are born with the capacity to make 40 sounds and our genetics allows our brain to make associations between sounds and objects, actions, or ideas. The combination of these capabilities allows the creation of language. Sounds come to have meaning. The babbling sound "ma - ma - ma" of the infant becomes mama, and then mother. In the first years of life children listen, practice, and learn. The amusing sounds of a young toddler practicing language (in seemingly meaningless chatter) are really their modeling of the rhythm, tone, volume, and non-verbal expressions they see in us.
Language -with all of its magnificent complexity- is one of the greatest gifts we give our children. Yet, we so often treat our verbal communication with children in a casual way. It is a misconception that children learn language passively. Language acquisition is a product of active, repetitive, and complex learning. The child's brain is learning and changing more during language acquisition in the first six years of life than during any other cognitive ability he is working to acquire. How much easier this learning process can be for children when adults are active participants!
Adult’s help children learn language primarily by talking with them. It happen when a mother coos and ba.
Classroom Language Journal
The document discusses strategies for teaching English to young learners in the classroom. It recommends using simple language and focusing on everyday instructions when first teaching English. Activities like Total Physical Response exercises are suggested, where students listen and do actions based on instructions. Developing social skills is also emphasized through lessons on topics like feelings, behavior, and hygiene. The document provides examples of classroom language to use for greetings, organizing students, and ending lessons.
TEACHING ENGLISH FOR YL.pdf
This document discusses teaching English to young learners. It describes the characteristics of younger and older language learners. Younger learners have a holistic approach to language and limited reading/writing skills. Older learners show growing analytical skills and awareness. The document recommends an emphasis on listening and speaking skills first in teaching English to young learners. It also discusses theories from Bruner, Krashen & Terrell, Dewey, Montessori, and Erikson and their implications for teaching methodology, curriculum, and classroom environment. Effective teaching of English to young learners in Indonesia requires an English-rich environment, activity-based techniques, functional vocabulary, repetition, and acquisition-promoting routines.
21st century literacy skills in elementary teachingethods and strategies
This document provides information about strategies for developing literacy skills. It discusses emergent literacy skills like exposure to books, pictures, letters, words, sounds and read aloud experiences. It describes the six basic strategies for developing literacy as phonemic awareness, phonics instruction, fluency instruction, vocabulary instruction, and comprehension instruction. For each strategy, it provides details on how to demonstrate or teach those skills. The document also discusses beginning reading skills, functional literacy, 21st century skills like student-led learning, inquiry-based learning, collaborative activities, higher order thinking skills activities and creative learning. It provides examples and strategies for implementing each of these skills in the classroom.
21st century literacy skills in elementary teachingethods and strategies
This document provides information about strategies for developing literacy skills. It discusses emergent literacy skills like exposure to books, pictures, letters, words, sounds and read aloud experiences. It describes the six basic strategies for developing literacy as phonemic awareness, phonics instruction, fluency instruction, vocabulary instruction, and comprehension instruction. For each strategy, it provides details on how to demonstrate or teach those skills. The document also discusses beginning reading skills, functional literacy, 21st century skills like student-led learning, inquiry-based learning, collaborative activities, higher order thinking skills activities and creative learning. It provides examples and strategies for implementing each of these skills in the classroom.
ESWI-WhitePaperWeb
This document provides an overview and summary of the Words in Color teaching approach for developing reading, writing, and spelling skills. It discusses three key aspects of the Words in Color approach:
1) It triggers students' natural capacities for learning by presenting educational challenges rather than direct instruction or memorization.
2) It does not avoid the difficulties and ambiguities of written English, such as its non-phonetic nature and the multiple ways letters and sounds can be combined, instead directly addressing these challenges.
3) It was conceived based on a technical understanding of the learning process, focusing on activating students' intelligence through manageable challenges rather than mental strain.
Teaching english to young learners
This document discusses teaching English to young learners. It begins by outlining the characteristics of younger and older language learners. Younger learners have a holistic approach to language and limited reading/writing skills, while older learners show more analytical thinking and developed literacy skills. The document recommends teaching listening and speaking skills first through a natural approach. It also discusses several theories that inform teaching English to young learners, including the importance of comprehension over production, scaffolding learning, and creating a print-rich environment. The document concludes by outlining some strategies and classroom language for teaching English to young learners in Indonesia.
Monkeying Around to Better Grades
How many times have we been told growing up to stop monkeying around and start studying seriously? But did you know science has proven that fun is a key factor in getting better grades?
Here are some ways playtime can help enhance your child’s learning.
Bro Eirwg-Erasmus+ Happens Year 1
An overview of the work we have undertaken and the impact it has had on our staff, students and the wider community.
Teaching Speaking to young children
This document discusses techniques for teaching speaking skills to young English language learners. It begins by defining speaking and exploring its role in language development. Some key techniques discussed include using songs, poems, rhymes and chants to teach pronunciation; role plays and games to support communicative language teaching; and mirrors, rhymes and tongue twisters to help students learn pronunciation. The document also addresses managing noise levels in the classroom and using corrective feedback models to address student errors.
Listen and do, listen and make
This document discusses strategies for teaching English to young learners through listening activities. It separates the strategies into two categories: "Listen & Do" and "Listen & Make."
"Listen & Do" focuses on giving instructions and having students do physical responses. Some examples are giving commands, identifying objects, and playing games like Simon Says. "Listen & Make" involves more creative tasks where students listen to instructions and then make something. Examples include listening to draw or color pictures, or make crafts for holidays. The document provides teaching tips for each type of activity and emphasizes using gestures, pictures, and moving around to help students learn.
Think Globally Act Locally rev 2018
This document is a student textbook prepared by the Indonesian Ministry of Education and Culture to implement the 2013 curriculum. It contains an English lesson for 9th grade junior high school students. The lesson teaches students how to congratulate others and express hopes or wishes for their success using English. It provides sample conversations of students congratulating their classmate Lina for winning a storytelling competition and hoping she wins the school competition. Students will practice asking and answering questions about the conversations, role playing the conversations, and writing new conversations based on different situations. The goal is to improve students' English communication skills.
Emergent Writing In The Kindergarten Classroom[1]
The document discusses emergent writing and "kid writing" in kindergarten classrooms. It describes kid writing as a daily social activity where children help each other use phonemic skills and invented spelling. The goals of the study were to build confidence in writing instruction and students' independence and skills in phonemic awareness, sight words, and using a daily writing routine with pictures, dates, and kid writing. Benefits included stronger relationships, independence, confidence, and a community of learners.
Soe115slideshow
Circle time is an important part of the preschool classroom routine that helps develop students' social, language, and math skills. The document discusses how circle time allows students to practice taking turns, build vocabulary through reading books, and be exposed to early math concepts like shapes, numbers, and patterns. It also establishes predictability which helps students feel secure. Circle time activities can include reading, music, games, and conversations to work on skills in a fun and engaging way.
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evidence slides
- 1. Supporting children with special needs with ICT 1
- 2. Our Good Morning song We begin our English lesson with our good morning song. This song helps us to settle down and focus. 2
- 3. Letter Recognition To help us, we begin to build up letters to our name by signing. This collaboration is fun and it helps our thinking skills. 3
- 4. Who’s name is it? This is where the fun and learning begins. By building up letters to their names, the pupils can develop letter sounds and spelling their names. 4
- 5. Sign Along To help build our names, We also sign our names to help. Here is Mr Jones signing ‘Dylan’. This interaction helps pupils to develop words and letter recognition. 5
- 6. Targets Each pupil in this class has their own Individual learning plan or targets. These targets are taken from their ‘Instep’ targets. Some of the pupils targets are to listen and describe a story or repeat words. 6
- 7. Inclusion The main feature of using the interactive whiteboard is that you can engage with everyone and observe. This also encourages social interactions with pupils that find it difficult to express themselves 7
- 8. Interactive fun By using the interactive white board, the pupils have fun whilst they learn. 8
- 9. Learning Outcomes As this activity is repeated, the pupils in this class are given more opportunities to reach their learning targets. These targets form the basis taken from the LNF revised strands. 9