This document outlines the syllabus for Grade 1 English Language. It includes 6 topics that will be covered over the school year: Hello, My School, My Body, My Family and Home, My Friends & Toys, and I am a Bird and I Can Fly. Each topic includes concept topics to be learned, subject learning outcomes, and details on literary and non-literary texts, figurative and non-figurative language used, and language exponents like grammar, vocabulary, and letter sounds that will be taught. The goal is for students to gain foundational English skills in greeting others, describing people, objects, and activities, following basic instructions, and recognizing letter sounds and simple sentence structures.
When working with CLIL, it is very important to present vocabulary in a correct way. Here are some hints to present the subject vocabulary to your students.
Child Lg Devt And Stratigies For Devloping Lg At HomeRajeev Ranjan
The document provides strategies for developing language in children at home. It discusses normal language development milestones, prerequisites for speech and language, modes of communication, conditions that can lead to delays, and assessing a child's stage of development. The strategies recommended include modeling language, prompting communication, shaping behaviors, using cues, expanding on a child's utterances, asking questions, rewarding routines, highlighting your own language, playing with the child, and having fun.
This educational document provides parents with activities and apps to teach their 3-4 year old children about letter sounds. It recommends apps like Together Time and Elmo Loves ABCs to expose children to letter sounds through songs, rhymes and games. Sample activities guide parents on how to point out everyday letter sounds, create fingerplays, and make letter-themed foods like "N is for Noodles" to engage children in a fun way. The document checks for readiness before more formal instruction and suggests continuing letter sound exploration through books, videos and crafts.
This document outlines the syllabus for English for Class 4 students in India from April to September. It includes poems, stories, language items and activities for each month. The goals are to develop language skills, creativity, values like punctuality and respect for nature. Key lessons include "Wake Up" poem about time, "Neha's Alarm Clock" story on punctuality, "Noses" poem on individuality and "The Little Fir Tree" story on brotherhood. Activities include reciting poems, role plays, games, projects and using language items like verbs and adjectives.
1) Emergent literacy refers to early literacy skills that develop before children can read and write words. It includes skills like understanding that print carries meaning and recognizing letters.
2) Reading readiness is defined as the time when a child transitions from non-reader to reader. It involves tasks like running a finger under text as it is read to children.
3) Key emergent literacy skills include recognizing some letters and sight words, but having little phonemic awareness or concept of words. Left to right progression and top to bottom directionality is also important.
The document contains a list of 10 classroom activities with their purpose, stage in the lesson, and intended audience. It then provides instructions, guidelines or rubrics for assessing each of the 10 activities which include role plays, writing letters, debates, making magazine articles, oral presentations, puzzles, games, creating posters, designing menus and family trees. The activities are intended to develop students' speaking, writing, critical thinking and creative skills at different levels and stages of a high school lesson.
The document contains rubrics for assessing 9 classroom activities: role play, writing a letter, debate, magazine article, oral presentation, puzzle, scattegories, poster, and menu. Each activity is evaluated on 4 categories rated on a scale of 1 to 4. The rubrics provide teachers with guidelines to effectively evaluate students' performance in different speaking, writing, and creative projects.
When working with CLIL, it is very important to present vocabulary in a correct way. Here are some hints to present the subject vocabulary to your students.
Child Lg Devt And Stratigies For Devloping Lg At HomeRajeev Ranjan
The document provides strategies for developing language in children at home. It discusses normal language development milestones, prerequisites for speech and language, modes of communication, conditions that can lead to delays, and assessing a child's stage of development. The strategies recommended include modeling language, prompting communication, shaping behaviors, using cues, expanding on a child's utterances, asking questions, rewarding routines, highlighting your own language, playing with the child, and having fun.
This educational document provides parents with activities and apps to teach their 3-4 year old children about letter sounds. It recommends apps like Together Time and Elmo Loves ABCs to expose children to letter sounds through songs, rhymes and games. Sample activities guide parents on how to point out everyday letter sounds, create fingerplays, and make letter-themed foods like "N is for Noodles" to engage children in a fun way. The document checks for readiness before more formal instruction and suggests continuing letter sound exploration through books, videos and crafts.
This document outlines the syllabus for English for Class 4 students in India from April to September. It includes poems, stories, language items and activities for each month. The goals are to develop language skills, creativity, values like punctuality and respect for nature. Key lessons include "Wake Up" poem about time, "Neha's Alarm Clock" story on punctuality, "Noses" poem on individuality and "The Little Fir Tree" story on brotherhood. Activities include reciting poems, role plays, games, projects and using language items like verbs and adjectives.
1) Emergent literacy refers to early literacy skills that develop before children can read and write words. It includes skills like understanding that print carries meaning and recognizing letters.
2) Reading readiness is defined as the time when a child transitions from non-reader to reader. It involves tasks like running a finger under text as it is read to children.
3) Key emergent literacy skills include recognizing some letters and sight words, but having little phonemic awareness or concept of words. Left to right progression and top to bottom directionality is also important.
The document contains a list of 10 classroom activities with their purpose, stage in the lesson, and intended audience. It then provides instructions, guidelines or rubrics for assessing each of the 10 activities which include role plays, writing letters, debates, making magazine articles, oral presentations, puzzles, games, creating posters, designing menus and family trees. The activities are intended to develop students' speaking, writing, critical thinking and creative skills at different levels and stages of a high school lesson.
The document contains rubrics for assessing 9 classroom activities: role play, writing a letter, debate, magazine article, oral presentation, puzzle, scattegories, poster, and menu. Each activity is evaluated on 4 categories rated on a scale of 1 to 4. The rubrics provide teachers with guidelines to effectively evaluate students' performance in different speaking, writing, and creative projects.
This lesson introduces the four characters and their toys in the English language primary book. It aims to have students recognize the names and sounds of the characters and toys, as well as introduce colors and letters. The lesson uses vocabulary cards, a CD player, and colored objects to have students listen to, point to, color, write, and read the names and colors.
This document discusses using dreams to discover personality traits. It provides an example lesson on using the simple past tense to ask and answer questions about dreams. Students will describe a dream house and learn about themselves. The lesson includes examples of yes/no and WH- questions in the simple past tense, like "Did you study for the test?" and "When did you forget the tickets?". It also contains an exercise where students complete a conversation by filling in missing past tense questions and answers, such as discussing what movie one rented and liked.
Iradian is an eighth grade Hispanic female student with a learning disability who struggles most with reading. She comes from a low-income single-parent household and changed schools this year, finding it difficult to make new friends. While she does well speaking English in social situations, she mixes Spanish and English words and has difficulty with reading and writing tasks like distinguishing similar letters. To avoid reading and writing classes, she will sometimes act out or pretend to be sick. Assistive technologies and structured reading programs are recommended to help improve her language skills and confidence.
The document provides guidance on effective assessment strategies for teachers. It recommends that assessment criteria be clearly established and communicated to students in advance. It also recommends frequent formative assessment be woven into daily instruction. A variety of assessment instruments should be used to provide equitable opportunities for students and develop a balanced understanding of their competencies. Student self-assessment should also be a key component of assessment. The document also outlines time guidelines for different types of assessment tasks.
The document provides an overview of the K to 12 English curriculum for grades 1 to 3 and 7 to 10 in the Philippines. It outlines the content and performance standards as well as competencies for key areas of English including oral language, phonics, grammar, vocabulary development, and listening comprehension. The standards and competencies progress in complexity from grade 1 through grade 3 to develop students' English language skills.
The document discusses the Jolly Phonics program used to teach literacy at a school. It covers the key skills taught including learning letter sounds and names, letter formation, blending sounds, identifying sounds in words, and spelling tricky words. Resources used include jingles, puppets, books, and games to make learning phonics fun and multi-sensory for young children. Parents are encouraged to practice sounds and blending at home through play-based activities.
Presentation for parents to provide details on the Letters and Sounds Programme.
This programme ensures all children experience best practice in the teaching of early reading and phonics, aligned to the recommendations of the Rose Review.
The document provides an agenda for a synthetic phonics workshop with 4 items:
1) Introduce the first phase sounds of synthetic phonics for years 1 and 2.
2) Help participants feel more confident using Total Physical Response in the classroom.
3) Practice pronunciation of phonemes.
4) Introduce activities for presenting and practicing phonemes.
The document summarizes observations of a 15-year-old male student from Honduras learning English in Pennsylvania. He has little prior English exposure, lives in a household where no English is spoken, and has no internet access at home. Data shows he struggles most with spelling, verb tenses, and rules, but is making progress communicating with peers. Many of his errors stem from interference from his native Spanish language, which differs from English in areas like pronunciation, word order, verb conjugation, and expressing possession. Through this experience of teaching English to a Spanish speaker, the author learned it is important to explain key differences between the languages.
Ilovepdf how to conjugate esl 2, E Fouz (5 pp)EugenioFouz
The document discusses conjugating verbs in English by class (lexical or auxiliary), tense (present, past, future), and form (affirmative, negative, interrogative). Lexical verbs follow patterns like subject + verb + complement in the present simple affirmative. Auxiliary verbs can be primary like 'do' or modal like 'can' and have their own conjugation rules, such as not taking an 's' in the third person singular present simple. Examples are provided for conjugating lexical verbs like 'to speak' and auxiliary verbs like 'must'.
The document provides a lesson plan for teaching the short story "The Gift of the Magi" by O. Henry. The objectives are for students to identify characters, compare historical issues in the story to contemporary situations, define characters' objectives and relationships. The lesson includes discussing the background, reading the story, vocabulary worksheets, character analyses of Della and Jim comparing socio-economic conditions, and a test. Accommodations are provided for ESE and ELL students, such as dual language books, tutoring, and partner work.
This document provides information on using the verb "ser" in Spanish. It begins by introducing subject pronouns and the conjugations of "ser". It then provides examples of how to form sentences using "ser" by matching the subject pronoun to the correct conjugated form. The document explains that "ser" is used to describe characteristics, possessions, times, dates, identities, nationalities and professions. It provides practice sentences for students to fill in the correct form of "ser". Finally, it notes that to make a sentence negative, "no" is placed before the conjugated form of "ser".
Salam
2 G MS3 official program
This is the MS3 official program from the document d'accompagnement pages 33/ 34( March 2015) which was tackled in the Inspectors' National Meeting in Medea April 2017
This is what teachers are supposed to teach and from it they can plan their personal yearly planning
Good Luck
Mr Samir Bounab ( teacher trainer at MONE)
Lesson plan DESCRIPTIVE ADJECTIVES- PHYSICAL APPEARANCEAnna Isha
This document outlines a lesson plan about describing people's physical appearances. The 70-minute lesson will teach Form 3 students how to describe people's appearances, occupations, and personalities in conversations and writing. Students will practice filling in descriptions based on pictures, describing their partner to the class, and playing a guessing game where they take turns adding to a description of a classmate. The goal is for students to learn vocabulary for physical descriptions and improve their speaking, listening, reading and writing skills when discussing people's appearances.
Teaching English Using Nursery Rhymes and SongsRiza Cornista
This document discusses using nursery rhymes and songs to teach English to young learners. It provides several benefits:
- Rhymes and songs help with pronunciation, literacy skills, vocabulary, and cognitive development through their repetitive nature.
- They introduce cultural elements and basic story structures. Common themes in nursery rhymes include time, weather, cooking, counting, gardening, and animals.
- The document outlines different ways to teach rhymes and songs, such as illustrating the story, translating text, writing partial text for students to complete, and dictating text for correction. Paying close attention to rhythmic patterns is important.
D is a 6-year-old boy from an upper middle class Indian family who speaks Hindi at home. He travels often to India with his family. D struggles with letter recognition, pronunciation, and focusing but is exposed to multiple languages. His family values education and he receives support from his stay-at-home mother. D brings diverse cultural knowledge to the classroom from his travels and experiences in India. He is able to socialize with peers but needs help with understanding texts, retelling stories, and making connections between texts.
Subject pronouns in Spanish include forms to distinguish between informal/formal, singular/plural, and masculine/feminine addresses. The main subject pronouns are: Yo/Nosotros for first person singular and plural, Tú for informal second person singular, Ud. for formal second person singular, Él/Ellos for third person masculine singular and plural, Ella/Ellas for third person feminine singular and plural, and Uds. for formal second person plural. Spanish has multiple options to respectfully address individuals and groups depending on context that English lacks with just "you".
This document provides information about phonics instruction for Year 1 students at St. Clare College Pembroke Primary. It explains that phonics teaches reading and writing through letter-sound relationships. Letters have both names and sounds, and lessons are delivered by revising names, introducing sounds and actions, and using songs and stories. Students learn to blend sounds to read words and chop words to identify individual sounds. Games and activities are suggested to practice phonics skills at home.
Phonics involves teaching students the relationships between letters and sounds. It builds upon phonological awareness by connecting sounds to letters. Phonics can be difficult for students to learn due to inconsistencies in English spelling rules. Teachers can help students learn phonics through activities like name puzzles, interactive writing, teaching consonant blends and digraphs. As students progress, teachers focus more on phonics instruction and less on phonological awareness. Phonics is assessed through measures like TPRI, anecdotal records, student work samples, and phonics worksheets. The overall goal is for students to gain reading proficiency through regular phonics practice.
This document discusses speech milestones in children from birth to 5 years of age. It outlines typical development in 3 month intervals, including skills achieved and things to look out for if development appears delayed. Speech milestones include babbling, first words, putting words together, and understanding/using different types of words. The document also briefly discusses causes of speech delay and the process for evaluation by a speech language pathologist.
This document outlines an English curriculum for second grade elementary students. The curriculum aims to develop students' communicative skills in English through four language skills - listening, speaking, reading and writing. It is divided into 4 blocks focusing on different topics like greetings, family, shapes/animals, and food. Each block lists language skills, standards, objectives and assessment indicators. A variety of teaching methods are mentioned like task-based learning and cooperative learning. Student resources include an English textbook and workbook, and teacher resources include lesson planning materials and dictionaries.
This lesson introduces the four characters and their toys in the English language primary book. It aims to have students recognize the names and sounds of the characters and toys, as well as introduce colors and letters. The lesson uses vocabulary cards, a CD player, and colored objects to have students listen to, point to, color, write, and read the names and colors.
This document discusses using dreams to discover personality traits. It provides an example lesson on using the simple past tense to ask and answer questions about dreams. Students will describe a dream house and learn about themselves. The lesson includes examples of yes/no and WH- questions in the simple past tense, like "Did you study for the test?" and "When did you forget the tickets?". It also contains an exercise where students complete a conversation by filling in missing past tense questions and answers, such as discussing what movie one rented and liked.
Iradian is an eighth grade Hispanic female student with a learning disability who struggles most with reading. She comes from a low-income single-parent household and changed schools this year, finding it difficult to make new friends. While she does well speaking English in social situations, she mixes Spanish and English words and has difficulty with reading and writing tasks like distinguishing similar letters. To avoid reading and writing classes, she will sometimes act out or pretend to be sick. Assistive technologies and structured reading programs are recommended to help improve her language skills and confidence.
The document provides guidance on effective assessment strategies for teachers. It recommends that assessment criteria be clearly established and communicated to students in advance. It also recommends frequent formative assessment be woven into daily instruction. A variety of assessment instruments should be used to provide equitable opportunities for students and develop a balanced understanding of their competencies. Student self-assessment should also be a key component of assessment. The document also outlines time guidelines for different types of assessment tasks.
The document provides an overview of the K to 12 English curriculum for grades 1 to 3 and 7 to 10 in the Philippines. It outlines the content and performance standards as well as competencies for key areas of English including oral language, phonics, grammar, vocabulary development, and listening comprehension. The standards and competencies progress in complexity from grade 1 through grade 3 to develop students' English language skills.
The document discusses the Jolly Phonics program used to teach literacy at a school. It covers the key skills taught including learning letter sounds and names, letter formation, blending sounds, identifying sounds in words, and spelling tricky words. Resources used include jingles, puppets, books, and games to make learning phonics fun and multi-sensory for young children. Parents are encouraged to practice sounds and blending at home through play-based activities.
Presentation for parents to provide details on the Letters and Sounds Programme.
This programme ensures all children experience best practice in the teaching of early reading and phonics, aligned to the recommendations of the Rose Review.
The document provides an agenda for a synthetic phonics workshop with 4 items:
1) Introduce the first phase sounds of synthetic phonics for years 1 and 2.
2) Help participants feel more confident using Total Physical Response in the classroom.
3) Practice pronunciation of phonemes.
4) Introduce activities for presenting and practicing phonemes.
The document summarizes observations of a 15-year-old male student from Honduras learning English in Pennsylvania. He has little prior English exposure, lives in a household where no English is spoken, and has no internet access at home. Data shows he struggles most with spelling, verb tenses, and rules, but is making progress communicating with peers. Many of his errors stem from interference from his native Spanish language, which differs from English in areas like pronunciation, word order, verb conjugation, and expressing possession. Through this experience of teaching English to a Spanish speaker, the author learned it is important to explain key differences between the languages.
Ilovepdf how to conjugate esl 2, E Fouz (5 pp)EugenioFouz
The document discusses conjugating verbs in English by class (lexical or auxiliary), tense (present, past, future), and form (affirmative, negative, interrogative). Lexical verbs follow patterns like subject + verb + complement in the present simple affirmative. Auxiliary verbs can be primary like 'do' or modal like 'can' and have their own conjugation rules, such as not taking an 's' in the third person singular present simple. Examples are provided for conjugating lexical verbs like 'to speak' and auxiliary verbs like 'must'.
The document provides a lesson plan for teaching the short story "The Gift of the Magi" by O. Henry. The objectives are for students to identify characters, compare historical issues in the story to contemporary situations, define characters' objectives and relationships. The lesson includes discussing the background, reading the story, vocabulary worksheets, character analyses of Della and Jim comparing socio-economic conditions, and a test. Accommodations are provided for ESE and ELL students, such as dual language books, tutoring, and partner work.
This document provides information on using the verb "ser" in Spanish. It begins by introducing subject pronouns and the conjugations of "ser". It then provides examples of how to form sentences using "ser" by matching the subject pronoun to the correct conjugated form. The document explains that "ser" is used to describe characteristics, possessions, times, dates, identities, nationalities and professions. It provides practice sentences for students to fill in the correct form of "ser". Finally, it notes that to make a sentence negative, "no" is placed before the conjugated form of "ser".
Salam
2 G MS3 official program
This is the MS3 official program from the document d'accompagnement pages 33/ 34( March 2015) which was tackled in the Inspectors' National Meeting in Medea April 2017
This is what teachers are supposed to teach and from it they can plan their personal yearly planning
Good Luck
Mr Samir Bounab ( teacher trainer at MONE)
Lesson plan DESCRIPTIVE ADJECTIVES- PHYSICAL APPEARANCEAnna Isha
This document outlines a lesson plan about describing people's physical appearances. The 70-minute lesson will teach Form 3 students how to describe people's appearances, occupations, and personalities in conversations and writing. Students will practice filling in descriptions based on pictures, describing their partner to the class, and playing a guessing game where they take turns adding to a description of a classmate. The goal is for students to learn vocabulary for physical descriptions and improve their speaking, listening, reading and writing skills when discussing people's appearances.
Teaching English Using Nursery Rhymes and SongsRiza Cornista
This document discusses using nursery rhymes and songs to teach English to young learners. It provides several benefits:
- Rhymes and songs help with pronunciation, literacy skills, vocabulary, and cognitive development through their repetitive nature.
- They introduce cultural elements and basic story structures. Common themes in nursery rhymes include time, weather, cooking, counting, gardening, and animals.
- The document outlines different ways to teach rhymes and songs, such as illustrating the story, translating text, writing partial text for students to complete, and dictating text for correction. Paying close attention to rhythmic patterns is important.
D is a 6-year-old boy from an upper middle class Indian family who speaks Hindi at home. He travels often to India with his family. D struggles with letter recognition, pronunciation, and focusing but is exposed to multiple languages. His family values education and he receives support from his stay-at-home mother. D brings diverse cultural knowledge to the classroom from his travels and experiences in India. He is able to socialize with peers but needs help with understanding texts, retelling stories, and making connections between texts.
Subject pronouns in Spanish include forms to distinguish between informal/formal, singular/plural, and masculine/feminine addresses. The main subject pronouns are: Yo/Nosotros for first person singular and plural, Tú for informal second person singular, Ud. for formal second person singular, Él/Ellos for third person masculine singular and plural, Ella/Ellas for third person feminine singular and plural, and Uds. for formal second person plural. Spanish has multiple options to respectfully address individuals and groups depending on context that English lacks with just "you".
This document provides information about phonics instruction for Year 1 students at St. Clare College Pembroke Primary. It explains that phonics teaches reading and writing through letter-sound relationships. Letters have both names and sounds, and lessons are delivered by revising names, introducing sounds and actions, and using songs and stories. Students learn to blend sounds to read words and chop words to identify individual sounds. Games and activities are suggested to practice phonics skills at home.
Phonics involves teaching students the relationships between letters and sounds. It builds upon phonological awareness by connecting sounds to letters. Phonics can be difficult for students to learn due to inconsistencies in English spelling rules. Teachers can help students learn phonics through activities like name puzzles, interactive writing, teaching consonant blends and digraphs. As students progress, teachers focus more on phonics instruction and less on phonological awareness. Phonics is assessed through measures like TPRI, anecdotal records, student work samples, and phonics worksheets. The overall goal is for students to gain reading proficiency through regular phonics practice.
This document discusses speech milestones in children from birth to 5 years of age. It outlines typical development in 3 month intervals, including skills achieved and things to look out for if development appears delayed. Speech milestones include babbling, first words, putting words together, and understanding/using different types of words. The document also briefly discusses causes of speech delay and the process for evaluation by a speech language pathologist.
This document outlines an English curriculum for second grade elementary students. The curriculum aims to develop students' communicative skills in English through four language skills - listening, speaking, reading and writing. It is divided into 4 blocks focusing on different topics like greetings, family, shapes/animals, and food. Each block lists language skills, standards, objectives and assessment indicators. A variety of teaching methods are mentioned like task-based learning and cooperative learning. Student resources include an English textbook and workbook, and teacher resources include lesson planning materials and dictionaries.
This document contains text and images related to teaching English as a second language to young learners. It includes the following sections:
- A table of contents listing 8 units which cover vocabulary, grammar points, functions and skills taught in each unit. Example units include "Here is my family", "My friends", "In my classroom" etc.
- Sample lesson plans which introduce new vocabulary and concepts through listening, speaking, reading and writing activities with a communicative focus. Lessons include chants, songs, games and projects.
- Alphabet charts and lists practice letters, sounds, sight words and spelling.
- Images of classroom objects, people, actions and other visuals to support the language lessons.
This document contains repeated text about a pictionary game. It lists various objects like "garden", "school", "shop", and locations like "parkroom", "house". It also lists feelings, actions, and school supplies. The document contains the title "My Classroom" and sections titled "My Places", "My Feelings", "My School Things", and "My Morning". It also contains a textbook cover in Ukrainian about learning English as a second language.
The document provides an introduction to the four skills of language: listening, speaking, reading, and writing. It discusses how each skill is traditionally taught and their integration in real life. It then describes how the document separates the skills for the purpose of organizing learning activities and assisting teachers. Each skill is broken down into sub-skills and specific activity methods are provided to target each sub-skill. The document aims to provide teachers with a range of possible language learning activities without requiring they use all of them.
Program Syllabus- Family and Friends STARTERKatelyn Jones
This syllabus outlines a beginner English program for children designed to build language skills through fun lessons. The program introduces vocabulary, grammar, phonics, math, science and art concepts. Lessons focus on topics like colors, shapes, classroom objects and getting ready for school. Students practice speaking, reading, writing and games. The material is organized weekly and meant to be repetitive to help students learn.
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.
This document provides developmental milestones for children ages 4-5 years old in the areas of social/emotional skills, language/communication, cognitive abilities, and movement/physical development. Some key milestones include pretending during play, helping others, speaking in sentences, counting to 10, drawing a person with 6 body parts, and hopping on one foot. The document also gives tips for parents to help children learn and grow, such as reading together, encouraging make-believe play, setting limits on screen time, and talking about feelings. Parents are advised to speak with the doctor if children show delays in meeting milestones.
This lesson plan is for a 5th grade English class with beginner level students. The plan aims to consolidate vocabulary related to animals and language structures like "have/has got" and "can". It will introduce new vocabulary for domestic and wild animals. The 45 minute lesson involves singing a greeting song, identifying animals in a picture as domestic or wild, listening to and singing a song about jungle animals, creating and filling in a Venn diagram to classify animals, writing sentences comparing animals, and saying goodbye. The teacher provides scaffolding such as exaggerating actions to encourage shy students and having stronger students help with classifications.
This document outlines the stages of language development from infancy through age 6. It discusses how language is acquired through mimicry and how infants begin to comprehend and vocalize. Toddlers start producing "jargon" and following simple directions. By age 2, children use 50-300 words and ask questions. Between 3-4 years, children use complex sentences and refer to non-present people and objects. By age 5, vocabulary expands to 1,500 words and children can retell stories. Six-year-olds can identify right from left, talk extensively, and carry on adult conversations.
This document provides information about Kindergarten class taught by Lauren Harmon. It includes the class schedule, rules, behavior system, academic subjects like reading, writing, math, science, and social studies. It outlines homework expectations and gives tips for practice at home. It also provides contact information for the teacher and encourages having a great year.
This document provides speech and language milestones from ages 1 to 5 years old. It also discusses promoting language development through reading, talking, and playing with children. Engaging children in play is important for language learning, and adults should model, prompt, and reinforce appropriate play and conversation. The document notes some common speech and language disorders and gives tips for functional, representational, and role playing to support language skills.
This document provides guidance for teachers on developing students' reading and writing skills in English. It discusses reading and writing as receptive and productive macroskills and emphasizes the importance of meaning. Several activities are suggested to help students connect sounds and letters, recognize words and phrases, develop reading independence, and enjoy the writing process. The document stresses linking reading and writing with speaking and listening, allowing student choice and creativity, and praising all student efforts to build confidence.
This document provides guidance for teachers on developing students' reading and writing skills in English. It discusses reading and writing as receptive and productive macroskills and emphasizes the importance of meaning. Several activities are suggested to help students connect sounds and letters, recognize words and phrases, develop reading independence, and enjoy the writing process. The document stresses linking reading and writing to students' existing knowledge and creating purposeful opportunities for communication.
The psychological report summarizes the evaluation of a 10-year-old boy referred for testing. Testing found the boy's cognitive functioning to be in the borderline range, with weaker performance than verbal skills. Socially, he functions at the average level for his age. The report recommends he be observed further and provided support to address difficulties with attention, impulsivity, and low self-esteem that may impact his functioning.
The document appears to be a worksheet for an icebreaker activity called "Getting to Know You." It contains 20 prompts for students to find other students who fit certain descriptions and have them sign their sheet. The prompts cover topics like shared initials, place of birth, hobbies, favorite subjects, and other personal details. The goal is for students to collect as many signatures as possible to learn more about their classmates.
This lesson plan is for an English class at a preschool in Concordia, Entre Río. It aims to introduce 3-4 year old students to vocabulary related to family through songs, pictures, and an art activity. The 45 minute lesson is divided into three stages: an introduction using hello/goodbye songs and flashcards, looking at pictures of different families in a book, and having students draw and add their fingerprint to a class "family tree" poster. Scaffolding strategies such as gestures, modeling, and asking simple questions are included to support student understanding.
This lesson plan is for a grade 5 English class about animals and colors. The lesson involves identifying colors and animals, describing colors and nouns, listening to the story "Brown Bear, Brown Bear, What Do You See?", and singing a song. Activities include hiding animal flashcards around the room, acting out animal movements and sounds, telling the story while students hold up matching flashcards, and making stick puppets of favorite animals. The goal is to practice language skills while enjoying learning about animals.
This document provides guidance on using various instructional materials and methods for individualized English language instruction, including proverbs, humor, songs, poetry, correspondence, group projects, games, and field trips. It discusses how to present and utilize each material or activity to maximize language learning opportunities and conversation practice for students. Specific recommendations are provided for introducing, explaining, discussing, and following up on each item to fully engage students and improve their English comprehension and communication abilities.
St Gregory's Catholic Primary School. Autumn Term Curriculum Maps 2014 2015MrPerree
This document provides curriculum maps for various year groups at St Gregory's Catholic Primary School for the 2014-15 autumn term.
The nursery curriculum map outlines themes of new beginnings, myself, colour and autumn. Key areas of learning include personal, social and emotional development; communication and language; physical development; literacy; mathematics; understanding the world; and expressive arts and design.
The reception curriculum map covers similar key areas of learning, including personal, social and emotional development; communication and language; physical development; literacy; mathematics; understanding the world; and expressive arts and design. Religious education topics are also included.
Curriculum maps are then provided for years 1 through 5, outlining topics,
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
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Final grade one_syllabus-kl._i
1. GRADE ONE SYLLABUS
Subject: English Language
Concept Topics Subject learning outcomes for topic
Literary
and non-
literary
texts
Topic 1 Hello
-greetings and introduction
-introducing others
- Listens to short dialogues in which characters introduce and greet each other;
- Identifies the characters in a short dialogue;
- Introduces himself / herself using simple structured sentences;
- Role-plays meeting someone for the first time;
- Listens and responds physically to a number of simple oral instructions related to the
classroom such as sit down/stand up/ listen/open/close your books;
Topic 2 My school
-more colours
-lines and shapes
-classroom objects
-in the school yard
-numbers 1 – 5
- Listens to dialogues introducing classroom objects;
- Listens and sings songs consolidating colours;
- Identifies the colours of objects in given pictures, short stories and songs;
- Identifies the classroom objects in the given pictures, short stories and songs;
- Names lines and shapes in given pictures, short stories and songs;
- Follows simple classroom instructions;
- Listens and sings a song introducing numbers 1-5;
- Identifies the number of the given objects in pictures, dialogues, short stories or video
clips;
- Matches the given numbers with objects presented through pictures or other media;
Topic 3 My body
- body parts
- movement and actions
- clothes
- Listens and sings a song consolidating body parts;
- Identifies body parts in a dialogue, video, or story;
- Labels the clothes presented through pictures or other media;
- Identifies the clothes that the characters are wearing in a picture, video and short story;
- Selects the clothing items that corresponds to the correct body part;
Topic 4 My family and home
- family members
- parts of the house
- rooms in the house
- fruits and vegetables
- snacks and drinks
- numbers 6 – 10
- Identifies the family members presented in a short story, dialogue and song;
- Distinguishes among family members;
- Paraphrases a short story or song related to family members using one-word sentences in
English;
- Discusses the roles of family members in L1 or using one-word sentences in English;
- Labels parts of the house and rooms presented through a song, short story or dialogue;
2. - Listens to dialogues and short stories about food and drink;
- Recalls food and drink items mentioned in dialogues and short stories;
- Names food and drink items presented through pictures or videos;
- Identifies the favourite food and drink items of the characters presented through stories or
other media;
- Sings songs related to food and drink items;
- Describes food and drink items using colours;
- Illustrates food and drink items as instructed;
- Listens to songs introducing numbers 6 – 10;
- Selects the correct number that matches the given objects;
- Identifies the number of the objects in the given pictures, short stories and songs;
Topic 5 My friends & toys
- my friends
- free time activities
- toys
- size: big / small
- imaginary friends
- Identifies the relationship of characters in a dialogue, short story or video;
- Recalls what characters like to do in their free time presented through a dialogue, short
story or video;
- Paraphrases a short story or dialogue using simple structured sentences and L1;
- Distinguishes among various free time activities;
- Participates in role-playing a short dialogue focusing on free time activities;
- Illustrates a short story or dialogue by drawing the most important elements, characters
and events;
- Matches the given pictures of free time activities as instructed;
- Discusses proper behaviour of friends;
- Listens and sings chants and rhymes introducing toys;
- Identifies the toys with which the characters are playing in a dialogue or short story;
- Distinguishes between big and small;
- States the favourite toys of characters;
- Listens to a dialogue about imaginary friends;
- Distinguishes between main characters and their imaginary friends;
Topic 6 I am a bird and I can fly
- animals
- pets
- abilities
- Predicts what animals and pets can or can’t do;
- Listens to dialogues and short stories about animals and pets;
- Identifies animals and pets in dialogues, short stories, songs and videos;
- States what various animals and pets can / can’t do;
- Matches animals and pets with their corresponding abilities presented through pictures or
other media;
3. Figurative
and non-
figurative
language
Topic 1 Hello
-greetings and introduction
-introducing others
- Greets the teacher and peers using basic greetings (hello, hi, goodbye);
- Introduces himself/herself using simple structured sentences;
- Asks about other students’ names;
- Uses basic expressions of politeness (please, thank you);
- Pronounces correctly the basic greeting expressions;
Topic 2 My school
-more colours
-lines and shapes
-classroom objects
-in the school yard
-numbers 1 – 5
- Distinguishes the basic colours;
- Points to school objects according to the given instructions;
- Recognizes the classroom objects;
- Describes the colours of school objects using simple structured sentences;
- Draws a picture of his / her school objects;
- Talks about his / her school objects naming them and describing their colour;
- Identifies lines and shapes;
- Traces lines and shapes;
- Matches lines and shapes in the given pictures;
- Draws lines and shapes using different colours as instructed;
- Recognizes numbers 1 – 5;
- Counts up to 5 the number of objects in pictures and short stories;
- Pronounces correctly numbers 1-5;
- Solves simple math tasks (adding and subtracting up to 5);
Topic 3 My body
- body parts
- movement and actions
- clothes
- Names body parts and clothing items;
- Listens and responds physically to a number of simple oral instructions;
- Draws a funny character and talks about his / her body parts;
- Follows and gives commands related to body parts such as touch your head, brush your
teeth, etc.;
- Describes what he / she is wearing;
- Uses pictures of his / her family members to describe what they are wearing;
- Talks about what his / her classmates are wearing describing the colours;
Topic 4 My family and home
- family members
- parts of the house
- rooms in the house
- fruits and vegetables
- snacks and drinks
- numbers 6 – 10
- Draws a picture of his / her family members and presents his/ her drawing;
- Talks about family members introducing them accordingly;
- Asks and answers about parts of the house;
- Describes parts of the house using colours;
- Distinguishes among different rooms in a house;
- Illustrates and presents his / her room;
- Names items related to food and drinks;
4. - Draws his / her favourite food and drink items;
- Presents his / her favourite food and drink items;
- Matches food and drink items to the pictures as instructed;
- Talks about his favourite food and drink items;
- Role-plays a situation discussing his / her likes and dislikes;
- Distinguishes among numbers 6-10;
- Points to the correct number as instructed
Topic 5 My friends & toys
- my friends
- free time activities
- toys
- size: big / small
- imaginary friends
-
- Points to the correct toys as instructed;
- Draws the correct number of toys and colours them as instructed;
- Talks about favourite toys describing their size and colour;
- Asks and answers about favourite toys using simple structured sentences;
- Illustrates and presents his / her favourite toy;
- Introduces his / her imaginary friend;
- Role-plays a simple conversion introducing related to toys and imaginary friends;
- Identifies people around him / her;
- Names different activities that people do in their free time presented through pictures,
short stories, dialogues or videos;
- Draws a picture of his / her friends and their favourite free time activities;
- Presents his / her drawing using simple structured sentences;
- Talks about his / her favourite free time activities;
- Introduces his / her friends, their appearances and their favourite free time activities;
- Role-plays a short sketch focusing on friends and free time activities;
Topic 6 I am a bird and I can fly
- animals
- pets
- abilities
- Names animals and pets presented through pictures, short stories or dialogues;
- Draws and presents his / her favourite animal or pet;
- States the abilities of different animals and pets;
- Discusses in L1 the homes of different animals;
- Illustrates through drawing what he / she can or can’t do and talks about his / her abilities;
- Role-plays a short sketch focusing on animals / pets and what they can / can’t do;
Critique,
theory,
history
/ /
Language
exponents
Topic 1 Hello
- Greeting others
- Asking for and giving personal information
- Uses simple structures to introduce himself / herself correctly;
- Asks about names;
- Introduces others;
5. using complete sentences. My name is (Sally).
- Introducing others
- Counting objects and people. How many
(children) are there? (Three boys). (Two girls).
- Capitalization with proper nouns
- Letters and sounds (a,b,c,d)
- Gives one-word answers to count objects and people;
- Uses capitalization when writing one’s name;
- Identifies letters of the alphabet and the corresponding sounds (a,b,c,d);
- Pronounces correctly the letters of the alphabet (a,b,c,d);
- Begins to differentiate sounds using visual cues;
Topic 2 My school
- Listing and counting classroom objects
- Asking and answering questions related to
colours
- Identifying shapes and lines
- Exposure to articles a / an and the plural form
- Counting up to 5
- Letters and sounds (e,f,g,h, i)
- Talks about his / her school objects using simple structured sentences;
- Forms simple sentences to talk about his / her favourite colour;
- Responds to questions related to colours using one-word structures;
- Presents a drawing of his / her school objects describing their colours;
- Asks and answers questions to identify school objects;
- Presents a drawn picture of various lines and shapes;
- Describes the colours of school objects;
- Counts the given objects up to 5;
- Performs simple math problems;
- Identifies letters of the alphabet and the corresponding sounds (e,f,g,h,i);
- Pronounces correctly the letters of the alphabet (e,f,g,h,i);
- Begins to differentiate sounds using visual cues;
Topic 3 My body
- Identifying body parts and describing them.
I’ve got (green eyes). I’ve got a small nose.
- Following and giving instructions related to
actions. Touch your (arms). Wash your (face).
- Talking and describing a third person singular.
E.g. This is my funny character. His / her name
is (Sally). He / she’s got (two eyes, three noses,
five arms…). He / She is wearing (blue jeans, an
orange T-shirt…).
- Vocabulary related to clothes
- Letters and sounds (j, k, l, m, n)
- Answers simple questions to identify and name body parts and clothing items;
- Forms simple sentences to describe his / her appearance;
- Talks about what he / she is wearing using simple structured sentences;
- Describes what his / her friends are wearing;
- Follows and gives commands related to body parts;
- Uses drawings to describe his / her imaginary character;
- Identifies letters of the alphabet and the corresponding sounds (j, k, l, m, n);
- Pronounces correctly the letters of the alphabet (j, k, l, m, n);
- Begins to differentiate sounds using visual cues;
- Copies letters beginning to identify and match some letters and sounds;
6. Topic 4 My family and home
- Introducing members of the family
- Describing the house and its parts. This is the
(roof). It’s (red).
- Asking and describing the location of things.
My (plane) is on the (chair).
- Counting up to 10
- Verb ‘have got’
- Letters and sounds (o, p, q, r)
- Answers simple questions to identify parts of the house;
- Talks about his / her family members using simple structured sentences;
- Forms simple structured sentences to describe parts of his / her house;
- Uses prepositions to talk about the location of objects;
- Role-plays a situation describing an imaginary house;
- Distinguishes and names different furniture items presented through pictures, stories or
dialogues;
- Counts the given objects up to 10;
- Gives one-word sentences to identify food and drink;
- Distinguishes among various food and drink items;
- Forms simple structured sentences to talk about the characters favourite food and drink
items;
- Expresses his / her likes and dislikes related to food and drink items;
- Asks and answers questions related to favourite food and drink items;
- Describes pictures containing food and drink items;
- Identifies letters of the alphabet and the corresponding sounds (o, p, q, r);
- Pronounces correctly the letters of the alphabet (o, p, q, r);
- Begins to differentiate sounds using visual cues;
- Copies letters beginning to identify and match some letters and sounds;
Topic 5 My friends & toys
- Introducing friends. Who is this? This is my
friend. His / her name is (Toni / Tina).
- Appearances. She’s got (long brown hair) and
(blue eyes).
- Short answers Yes, I am. / No, I’m not.
- Free time activities
- Identifying toys. What is this? It’s a (teddy
bear).
- Adjectives
- Letters and sounds (s, t, u, v)
- Asks and answers simple questions to identify toys;
- Talks about his / her favourite toys using simple sentence structures;
- Describes the size of different objects;
- Draws and presents to others a picture of his / her favourite toy describing the size and
colour;
- Introduces his / her imaginary friend;
- Answers short questions related to friends and toys;
- Describes his / her friends using simple structured sentences;
- Expresses what his / her family members like doing in their free time;
- Distinguishes among various free time activities;
- Asks and answers simple questions related to free time activities;
- Identifies letters of the alphabet and the corresponding sounds (s, t, u, v);
- Pronounces correctly the letters of the alphabet (s, t, u, v);
- Begins to differentiate sounds using visual cues;
- Copies letters beginning to identify and match some letters and sounds;
7. Topic 6 I am a bird and I can fly
- Identifying animals and pets
- Abilities: can / can’t
- Describing favourite animals
- Adjectives to describe animals
- Letters and sounds (w, x, y, z)
- Gives one – word sentences to identify various animals and pets;
- Talks about animals and pets’ abilities;
- Uses simple structured sentences to describe what he / she can / can’t do;
- Forms simple sentences to talk about his / her favourite animal or pet;
- Asks and answers questions related to what one can / can’t do;
- Uses some adjectives to describe animals and pets;
- Lists and counts animals or pets presented through pictures;
- Identifies letters of the alphabet and the corresponding sounds (w, x, y, z)
- Pronounces correctly the letters of the alphabet (w, x, y, z)
- Begins to differentiate sounds using visual cues;
- Copies letters beginning to identify and match some letters and sounds;