Find A Partner (Stress Pattern)
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The teacher gives students cards with either a word or sentence on it. The word and sentence cards are paired so they have the same stress pattern. Students mingle and try to find their matching partner by saying their word or sentence aloud. Once pairs are formed, they read their word and sentence to the class so others can write down the stress pattern using circles to note stressed and unstressed syllables. The goal is to help students recognize the difference between stressed and unstressed syllables without implying any relationship between the paired words and sentences.
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Visual: The students will be able to visualize the rhyming words when placed on the whiteboard and can identify the similarities between each short vowel word.
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English 1.6 The student will apply phonetic principles to read and spell.
Standards: National [IRA/NCTE]: Standard 3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts.
Standards: Liberty TCA 1.6 Teacher candidate enhances success of all learners, providing for: diverse backgrounds (race, SES, gender, ethnicity, language)
Liberty TCA – Part 2: 2.1 Teacher candidate shows a high standard of ability in the English language arts and discerns, comprehends, and applies conceptions from reading, language, and child development, in order to assist students to effectively use their developing skills in dissimilar circumstances.
Standards: Common Core CCSS.ELA-Literacy.RF.1.3.b
Decode regularly spelled one-syllable words.
Primary Objective: Given one short vowel, one syllable word (ex. Dog), the student will be able to correctly match seven rhyming words out of a list of ten words with the original word provided.
Diversity: There are two students with ADHD that have IEP’s, and one student of Hispanic background with limited English proficiency. The students with ADHD will benefit greatly with the hands-on materials provided by this lesson and the songs and audio materials will be useful for the LEP student in order to see and hear the words in English.
Differentiation: Auditory: Students will be given the opportunity to listen to the short vowel words and hear how the one syllable words make rhyming patterns in the reading.
Visual: The students will be able to visualize the rhyming words when placed on the whiteboard and can identify the similarities between each short vowel word.
Tactile: Students who learn best tactilely will benefit from the use of hands-on materials, such as letter blocks and tiles to form the rhyming words.
Kinesthetic: Students will have bigger letter blocks to form the short vowel words and can physically move each block around to form the correct letter pattern.
Children’s Literature Selection:
Seuss, Dr. Hop on Pop. New York: Beginner Books, 1963.
Materials/Equipment:
v Mini Charts
v Plastic letters
v letter tiles
v alphabet cards
v Hop on Pop
v Hop on Pop worksheets
v Quiz on identifying the rhyming word
Technology Integration:
“Sing your way into phonics” is an excellent resource for integrating technology and diversity in the classroom. By using the provided CDs, children can experience the different sounds of short, one syllable rhyming words as they view them in class. https://www.actionfactor.com/pages/phonics-products.html#CB1
Character Education Principle: Compassion: Be kind to one another in and out of the classroom. “So whatever you wish t ...
Creative writing, like any other writing skill, takes time and pra.docx
Creative writing, like any other writing skill, takes time and practice to improve. I believe using creative writing to teach grammar benefits both teacher and student. The teacher must engage with prompts to write a unique story or exercise to highlight a certain topic. The students get to see the importance of grammar from a more lighthearted but equally important perspective.
At the end of the chapter on modals, Larsen-Freeman and Celce-Murcia give two ideas (suggestions number five and six) that use creative writing to practice the correct use of modals (2016, p.154). The first is to use modals to solve a mystery. The students are given a police report that tells the story of a crime. As the teacher, this is where I can have some fun. I can create a report that tells of a robbery from a local bank where the only two witnesses were leaders/teachers from the school. I can put details from the town and leave clues that point to someone at the school. The students will then be broken into teams, and they will have a set amount of time to come up with five questions that ask questions using ability, tendency, probability, or negation modals. The teams will get a set amount of time to interrogate the witnesses. The team will then compile their notes, and give three to five statements that give advice or request next steps from the police officer on the case.
Another way to teach modals would be to instruct students to write a “Dear Abby” column. The day before this lesson, I could have my students write down common problems they feel like peers their own age face. I will review their suggestions, and then choose three to five of the most common or compelling struggles. At the beginning of class the next day, the students will be given those three to five dilemmas. The problems could be situations like:
·
I never have enough time to get my homework down after practice.
·
I am having trouble making friends. I am new.
·
My big brother/sister never wants me around.
I will ask them to write a small paragraph for each problem using modals correctly. Then, towards the end of class, the students will get into small groups and read their different answers before turning the assignment in to me.
As the teacher, this will not only take creativity but a significant amount of coordination and communication. All of the leaders/teachers involved in the pretend crime case would need to give their consent to participate. However, I believe the students would enjoy and remember these creative activities.
Reference
Larsen-Freeman, D. & Celce-Murcia, M. (2016). The grammar book. National Geographic
Learning
One of the teaching suggestions at the end of chapter 7 suggests for ELL students, is to play the the game of Concentration. In this game students will learn the irregular past tense and past participle forms. The game is played first by, "each group of four or five students will need a set of 30 cards. On 15 of them, write the base form of .
TSU English 1 HRI
This document provides suggestions for English language activities focused on family and friends that begin with listening and speaking. The activities:
1) Start with word-level activities where students respond through gestures and words and progress to using simple sentences.
2) Are meant to help students comprehend short statements, respond in short answers, use familiar words in context, and make simple sentences and questions.
3) Include activities like guessing family relationships, identifying names that start with letters, describing relationships, textbook questions, identifying incorrect sentences, a class quiz, describing classmates, and one-word friend descriptions.
4) Suggest involving all students, using L1 when needed, observing students, and handing activities over to students in
Strategies for encouraging oral practice
The document provides 14 strategies for encouraging oral practice of vocabulary words with students divided into groups. Some strategies include using activity cards for concentration games to match vocabulary words, dividing students into family feud-style teams to identify words, having students find matching vocabulary cards among peers, using a 4-square graphic organizer to define and examples words, creating found poems from literature, rotating an inside-outside circle of students to say vocabulary words, using numbered heads together to discuss questions, passing a talking ball to verbally use a grammatical structure, tossing a vocabulary ball to use caught words in sentences, and rotating through corners of a room to complete sentences using displayed words.
Strategies for encouraging oral practice
The document provides 14 strategies for encouraging oral practice of vocabulary words: Concentration, Family Feud, Find Your Partner, Four Square Vocabulary, Found Poem, Inside-Outside Circle, Numbered Heads Together, Talking Ball, Toss Vocabulary Ball, and Four Corners. The strategies involve using cards, games, poems, partner work, and movement to get students actively using and practicing vocabulary words.
Strategies for encouraging oral practice
The document provides 14 strategies for encouraging oral practice of vocabulary words: Concentration, Family Feud, Find Your Partner, Four Square Vocabulary, Found Poem, Inside-Outside Circle, Numbered Heads Together, Talking Ball, Toss Vocabulary Ball, and Four Corners. The strategies involve using cards, games, poems, partner work, and movement to get students actively using and practicing vocabulary words.
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The document provides details of an English lesson plan for a 5th grade class in Argentina. It includes:
- Class details such as date, time, number of students, and level
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- Learning aims of developing speaking, listening, writing and reading skills
- Language focus on functions, vocabulary and structures
- A communicative teaching approach integrating different skills
- Materials, seating, group work, possible challenges and solutions
- Assessment of pronunciation, understanding and written work
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Integrating the Four Skills
The document discusses the professional experience of an individual with over 10 years of experience working as an English teacher and coordinator. They hold a degree in Education with a major in English as well as a Master's degree in Human Resources and Knowledge Management. Additionally, they have experience and certifications in translation, interpretation, and teaching English. Currently, they work at several educational institutions.
About communication humans and animals and its process
This document provides an overview of communication and teaching English as a second language. It discusses various aspects of communication like nonverbal cues, importance of accuracy and fluency. It also summarizes research which found students' fluency and vocabulary improved more than accent after a month long exchange trip. The document then provides exercises and tasks for teachers like explaining vocabulary words, assessing students' writing and speaking skills, discussing grammar rules and more. The overall document covers a wide range of topics related to analyzing and improving English communication skills.
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The document provides examples of two and three syllable words and their stressed syllables. For two syllable words, the stressed syllable is the first syllable (e.g. air craft, com fort). For three syllable words, the stressed syllable is the first syllable (e.g. at ten dant, Aus tral ian).
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