Inventing a translingual curriculum
•Download as PPT, PDF•
0 likes•302 views
This document outlines principles and components for developing a translingual language curriculum. It discusses key principles like authenticity, being developmentally appropriate, and being socially constructed. It then describes some potential activities for a translingual classroom like dialogue journals, long-term writing projects, and alternative assessments using portfolios. Finally, it lists example components of a translingual curriculum such as the classroom setting, books used, activities schedule, and routines including total physical response, group work, and individualized learning projects.
Report
Share
Report
Share
![Translingualism – some underlying principles ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
Recommended
Inventing a translingual curriculum
This document outlines principles and components for developing a translingual language curriculum. It discusses key principles like authenticity, being developmentally appropriate, and being socially constructed. It then describes some potential activities for a translingual classroom like dialogue journals, long-term writing projects, and alternative assessment through portfolios. Finally, it lists example components like classroom settings, books used, and routines that incorporate techniques like total physical response, group and individual activities, and inquiry cycles.
Inventing a translingual curriculum
This document outlines a proposed translingual language curriculum. It discusses principles such as authenticity, developmental learning, and social construction. It describes several activities that could take place in a translingual classroom, including dialogue journals, book projects, writing projects, learning centers, and alternative assessments using portfolios. Finally, it lists some key components of a translingual curriculum, like the classroom setting, instructional materials, schedules, literature, centers, routines, total physical response techniques, and individual/group projects.
Unit 2 intro to writing
Teachers-in-training will learn about the stages and modes of writing and reading through podcasts and class discussions. They will work in pairs to discuss the connection between reading and writing in wikis. In groups of four, students will observe classroom teachers, interview them about using children's literature in writing instruction, and upload the recordings to a discussion board. Assessment will include observations, interviews, and investigations.
Literacy in brighton
This document summarizes literacy programs and initiatives in Brighton, NY. It describes the children's library, recreation department, and school district programs that aim to promote early childhood literacy from ages 0-12. French Road Elementary School's balanced literacy approach and classroom practices are examined in depth, including reading and writing workshops, assessments, and the views of one 5th grade teacher. The document also provides background on the town of Brighton and comments from the author on their experience in the local schools.
Literature
This document discusses different approaches for teaching English literature, including content-based instruction, task-based approach, and participatory approach. Content-based instruction involves preparing, dividing students into groups for research, and presenting findings. The task-based approach includes pre-task planning, task completion, reporting, analysis, and practice. This approach allows freedom from language control and varied language exposure. Effective teaching approaches also include literary, thematic, holistic, and language-based methods. The learning process involves engagement, exploration, transformation, presentation, and reflection. When teaching poetry, the focus should be on sounds over inserting personality, pacing assignments carefully, and making personal connections rather than emphasis on grades.
CLTA 2011 Robin Harvey's Balanced Literacy Presentation
CLTA 2011 Robin Harvey's Balanced Literacy PresentationProject for Developing Chinese Language Teachers
On 2011 CLTA annual conference, Robin Harvey from DCLT made a presentation about balanced literacy approach in the language classroom.
A1.illapa.melissa.catedra
There are six types of syllabi: structural, situational, notional, skill-based, task-based, and content-based. Each type uses different methodologies and strategies. A structural syllabus is product-oriented and based on grammatical structures. A situational syllabus focuses on communication and uses audiolingual methods and activities like role plays. A notional syllabus employs a communicative approach with interactions and games. The main function of any syllabus is to serve as an agreement between teacher and student about what will be taught and learned.
Genre and the teaching of English
A brief rundown of genre in the teaching o English as a First Additional Language in the South African Context
Recommended
Inventing a translingual curriculum
This document outlines principles and components for developing a translingual language curriculum. It discusses key principles like authenticity, being developmentally appropriate, and being socially constructed. It then describes some potential activities for a translingual classroom like dialogue journals, long-term writing projects, and alternative assessment through portfolios. Finally, it lists example components like classroom settings, books used, and routines that incorporate techniques like total physical response, group and individual activities, and inquiry cycles.
Inventing a translingual curriculum
This document outlines a proposed translingual language curriculum. It discusses principles such as authenticity, developmental learning, and social construction. It describes several activities that could take place in a translingual classroom, including dialogue journals, book projects, writing projects, learning centers, and alternative assessments using portfolios. Finally, it lists some key components of a translingual curriculum, like the classroom setting, instructional materials, schedules, literature, centers, routines, total physical response techniques, and individual/group projects.
Unit 2 intro to writing
Teachers-in-training will learn about the stages and modes of writing and reading through podcasts and class discussions. They will work in pairs to discuss the connection between reading and writing in wikis. In groups of four, students will observe classroom teachers, interview them about using children's literature in writing instruction, and upload the recordings to a discussion board. Assessment will include observations, interviews, and investigations.
Literacy in brighton
This document summarizes literacy programs and initiatives in Brighton, NY. It describes the children's library, recreation department, and school district programs that aim to promote early childhood literacy from ages 0-12. French Road Elementary School's balanced literacy approach and classroom practices are examined in depth, including reading and writing workshops, assessments, and the views of one 5th grade teacher. The document also provides background on the town of Brighton and comments from the author on their experience in the local schools.
Literature
This document discusses different approaches for teaching English literature, including content-based instruction, task-based approach, and participatory approach. Content-based instruction involves preparing, dividing students into groups for research, and presenting findings. The task-based approach includes pre-task planning, task completion, reporting, analysis, and practice. This approach allows freedom from language control and varied language exposure. Effective teaching approaches also include literary, thematic, holistic, and language-based methods. The learning process involves engagement, exploration, transformation, presentation, and reflection. When teaching poetry, the focus should be on sounds over inserting personality, pacing assignments carefully, and making personal connections rather than emphasis on grades.
CLTA 2011 Robin Harvey's Balanced Literacy Presentation
CLTA 2011 Robin Harvey's Balanced Literacy PresentationProject for Developing Chinese Language Teachers
On 2011 CLTA annual conference, Robin Harvey from DCLT made a presentation about balanced literacy approach in the language classroom.
A1.illapa.melissa.catedra
There are six types of syllabi: structural, situational, notional, skill-based, task-based, and content-based. Each type uses different methodologies and strategies. A structural syllabus is product-oriented and based on grammatical structures. A situational syllabus focuses on communication and uses audiolingual methods and activities like role plays. A notional syllabus employs a communicative approach with interactions and games. The main function of any syllabus is to serve as an agreement between teacher and student about what will be taught and learned.
Genre and the teaching of English
A brief rundown of genre in the teaching o English as a First Additional Language in the South African Context
Language Leaders
The Language Leaders Award program provides young language learners with opportunities to develop their language skills, teaching skills, and self-confidence. Over the course of a year, students learn about language pedagogy, plan and deliver their own language lessons to younger students, and receive feedback from their teacher. The goal is for students to gain 25-30 hours of experience developing and teaching language lessons, culminating in independently teaching a one-hour language lesson and receiving the Language Leaders Award.
Design management and_evaluation_of_curriculum_models_clase_1
This document discusses elements of curriculum models and approaches. It describes the key elements of a curriculum as intended learning outcomes, content, skills, instruction methodology, assessment, and organizational context. It also outlines different approaches to defining what students need to learn, organizing instruction, presenting lessons, and practicing material. These include syllabus types like structural and topical, as well as techniques for things like grammar demonstration, object-centered lessons, and various exercises. The document then discusses models for curriculum development involving phases of planning, design, implementation, and evaluation. It also covers CLIL (content and language integrated learning) as an approach and relates it to the 4Cs model and Bloom's Taxonomy.
The Book Love Elective: Taking the Relationship to the Next Level
Austin Hall's Session for Day One of nErDcampMI 2018 on Strategic Reading, his reading workshop based, senior elective course.
Curmadev
The document discusses incorporating sociocultural aspects into language teaching materials. It addresses challenges like when and how to deal with sociolinguistic factors. Writers must consider theories of how social norms are acquired, as rules may be below conscious awareness. The decision to include sociocultural content depends on the project's criteria. Examples are given of how teachers have treated issues like matching situations to utterances, using storylines, and presenting cultural variations. Role-playing is discussed as a way to develop learning through an active simulation exercise, but it requires preparation to avoid disadvantages like shyness while keeping the task focused. Writers must consider implications like motivation and cultural sensitivity when incorporating role-plays.
whole language review power point
Whole language is an educational philosophy developed in the 1980s that views language as a whole and aims to help students learn to read and write naturally. It has several key principles: using authentic literature; focusing on real events and texts of high interest; integrating reading, writing, and other skills; and encouraging student-centered and collaborative learning. Teachers act as facilitators rather than following lesson plans, and support collaborative learning. Learners are collaborators who evaluate themselves and direct their own learning. Materials used include real-world texts and materials brought or produced by students. Classrooms emphasize literature, process writing, cooperative learning, and positive student attitudes.
Approaches in Teaching Literature
The document discusses several approaches to teaching literature:
- The skills based approach focuses on developing reading comprehension skills like understanding letters, words, sentences, and paragraphs.
- The information-based approach uses literature as a source of information about history, literary movements, and more.
- The personal response approach encourages learners' emotional and intellectual involvement by relating texts to their own experiences and opinions.
Whole language method sutriyani
The document discusses the whole language approach, an educational method developed in the 1980s that presents language as a unified whole. It aims to make students more active in the learning process by emphasizing activities like individual and small group reading and writing. The teacher acts as a facilitator and supporter of collaborative learning under this approach. Strengths include engaging students and allowing application across subjects, though it can be time-consuming and require mastery of the method.
NCTE 2017 "The Book Love Elective: Reading for Pleasure at the High School Le...
Austin Hall's Roundtable for the "Freed Reading: Book Love Grant Winners on Using Classroom Libraries to Promote Student Joy, Growth, and Independence" NCTE 2017 session.
Whole language eka
This document discusses whole language teaching methods. It lists various whole language teaching strategies like reading aloud, journal writing, and sustained silent reading. It also discusses different types of language skills like semantic, syntactic, and pragmatic skills. Finally, it notes that whole language focuses on teaching reading in context by looking at whole words rather than breaking words into parts.
Localizing second language writing pedagogy in a skills integrated
This talk describes how a large language program has adapted process-genre writing pedagogy to its local context, in light of some limitations. Presenters explain how the writing curriculum is organized, providing practical examples of tasks that engage students in all the stages of the writing process.
Min Sun (CV)
Min Sun has extensive experience in teaching English and providing tutoring services. He holds a Master's degree in English with a concentration in TESOL from San Francisco State University and a Bachelor's degree in English Language and Literature from Xiamen University. His teaching experience includes positions as an instructor at the American Language Institute at SFSU, a tutor at the Learning Assistance Center and English Tutoring Center at SFSU, and an instructor at New Oriental English Language Training School in China. He has also served in leadership roles such as Co-President of the MA TESOL Student Association at SFSU.
Approaches in literature teaching
The document discusses different approaches to teaching literature: periphrastic, information-based, and moral-philosophical. The periphrastic approach focuses on surface level meaning and is suitable for beginners. The information-based approach uses literature as an information source and involves teacher-centered activities. The moral-philosophical approach incorporates moral values and encourages students to connect themes to their lives. Each approach has benefits like easing comprehension, but also limitations such as over-reliance on teachers or lack of student engagement.
Genre Based Approach
The document discusses a genre-based approach to teaching writing to low proficiency EFL students. It defines genre-based approach and describes a study that used this approach with 32 secondary students in Hong Kong who had learning disabilities. The approach involved modeling texts, jointly constructing texts, and independent construction. Through experiencing language in activities, students learned to understand texts in context and identify generic stages and lexico-grammatical features of genres. The study found the genre-based approach helped students organize their writing when combined with activity-based teaching methods.
powerpoint Whole language
The whole language method is an approach to language instruction developed to help young children learn to read. It focuses on immersing students in a print-rich environment with various materials like posters, books, and student work displayed. Advantages include students having a better understanding of what they're reading in a more interesting way without strict rules or lists to learn. However, some disadvantages are that students may have trouble spelling and misinterpreting words without explicit phonics instruction. The teacher acts as a model, facilitator, and researcher, while students share responsibility for learning through individual and group activities with feedback. The overall goal is to view language holistically and help children learn reading and writing authentically.
Whole language
The Whole Language theory emphasizes teaching foreign languages in a natural, holistic way without dividing the language into separate components like grammar and vocabulary. It focuses on authentic activities like reading real texts and writing for a genuine audience. Learning is student-centered, with the teacher as a facilitator rather than expert. The goal is for students to use the language in meaningful, real-world contexts. While popular in the 1980s, critics argue it rejects principles of traditional ESL teaching by not directly teaching language skills.
Final whole language approach
Whole language is a philosophy of literacy instruction that emphasizes making meaning from text and expressing ideas in writing. It takes a constructivist approach where students build their own understanding from experiences. Key principles include a focus on meaning over decoding, accepting different learner needs, teaching skills in context rather than isolation, and assessing individual growth. The whole language approach grew out of Chomsky's theory of language acquisition and emphasizes reading as a psycholinguistic guessing game relying on holistic word examination rather than strict phonics rules.
Whole language approach sutriyani
The document discusses the whole language approach, an educational method developed in the 1980s that presents language as a unified whole. It aims to make students more active in the learning process by emphasizing activities like individual and small group reading and writing. The teacher acts as a facilitator and supporter of collaborative learning under this approach, which provides an interactive way for students to learn but also requires a long time to master and implement effectively.
Whole language
The whole language approach to teaching reading emerged from Noam Chomsky's ideas about language acquisition and was popularized by Ken Goodman in 1967. Whole language emphasizes that children should focus on meaning and strategy when learning to read and write rather than individual letters and sounds. It is a constructivist approach where students construct their own understanding from experiences with language. Key principles include reading and writing for real purposes, meaning-centered instruction, and emphasis on motivation and engagement with literature.
Syllabus desing
Having learned about theories of language acquisition and language teaching method, this presentation is about perspective in syllabus design, a typical applied linguistics activity.
COURSE-SYLLABUS-IN-TEACHING-ENGLISH-IN-THE-ELEMENTARY-GRADES.docx
This document provides a course syllabus for "Teaching English in the Elementary Grades Through Literature". The course aims to use children's literature to teach English. Over 12 weeks, students will learn how to incorporate different genres of literature like poetry, songs, drama, and short stories into English lessons. Assessment tasks include creating instructional materials, detailed lesson plans, and demonstrating teaching skills. The course intends to help students develop skills in selecting age-appropriate literature and designing activities to engage students and extend their literary experiences.
10-8-2020-integrating-four-strands-hybrid-model.pptx
This document provides an overview of integrating the four strands of English (reading, writing, communication/multimodal literacy, and research) within a hybrid learning model. It discusses blended learning models and available resources. Challenges of teaching the strands in a hybrid environment are addressed, including seamless integration of the strands and integrating history/social science into ELA instruction. Best practices are outlined for synchronous, asynchronous, and in-person instruction. Effective assessment of the four strands and strategies for student success are also discussed.
Wonderland Overview Presentation Stage 2 (Without voice-over)
This document provides an overview of the Wonderland - Stage 2 reading program for Years 3 and 4. It includes:
- Instruction in phonemic awareness, phonics, reading comprehension, oral language, vocabulary and fluency.
- 6 core readers, 2 novels, 2 non-fiction books, 4 skills books, and 24 levelled readers to support the development of these skills.
- Teacher's notes and oral language development schemes to guide instruction and provide comprehensive lesson plans focused on building comprehension, word study, vocabulary and fluency.
More Related Content
What's hot
Language Leaders
The Language Leaders Award program provides young language learners with opportunities to develop their language skills, teaching skills, and self-confidence. Over the course of a year, students learn about language pedagogy, plan and deliver their own language lessons to younger students, and receive feedback from their teacher. The goal is for students to gain 25-30 hours of experience developing and teaching language lessons, culminating in independently teaching a one-hour language lesson and receiving the Language Leaders Award.
Design management and_evaluation_of_curriculum_models_clase_1
This document discusses elements of curriculum models and approaches. It describes the key elements of a curriculum as intended learning outcomes, content, skills, instruction methodology, assessment, and organizational context. It also outlines different approaches to defining what students need to learn, organizing instruction, presenting lessons, and practicing material. These include syllabus types like structural and topical, as well as techniques for things like grammar demonstration, object-centered lessons, and various exercises. The document then discusses models for curriculum development involving phases of planning, design, implementation, and evaluation. It also covers CLIL (content and language integrated learning) as an approach and relates it to the 4Cs model and Bloom's Taxonomy.
The Book Love Elective: Taking the Relationship to the Next Level
Austin Hall's Session for Day One of nErDcampMI 2018 on Strategic Reading, his reading workshop based, senior elective course.
Curmadev
The document discusses incorporating sociocultural aspects into language teaching materials. It addresses challenges like when and how to deal with sociolinguistic factors. Writers must consider theories of how social norms are acquired, as rules may be below conscious awareness. The decision to include sociocultural content depends on the project's criteria. Examples are given of how teachers have treated issues like matching situations to utterances, using storylines, and presenting cultural variations. Role-playing is discussed as a way to develop learning through an active simulation exercise, but it requires preparation to avoid disadvantages like shyness while keeping the task focused. Writers must consider implications like motivation and cultural sensitivity when incorporating role-plays.
whole language review power point
Whole language is an educational philosophy developed in the 1980s that views language as a whole and aims to help students learn to read and write naturally. It has several key principles: using authentic literature; focusing on real events and texts of high interest; integrating reading, writing, and other skills; and encouraging student-centered and collaborative learning. Teachers act as facilitators rather than following lesson plans, and support collaborative learning. Learners are collaborators who evaluate themselves and direct their own learning. Materials used include real-world texts and materials brought or produced by students. Classrooms emphasize literature, process writing, cooperative learning, and positive student attitudes.
Approaches in Teaching Literature
The document discusses several approaches to teaching literature:
- The skills based approach focuses on developing reading comprehension skills like understanding letters, words, sentences, and paragraphs.
- The information-based approach uses literature as a source of information about history, literary movements, and more.
- The personal response approach encourages learners' emotional and intellectual involvement by relating texts to their own experiences and opinions.
Whole language method sutriyani
The document discusses the whole language approach, an educational method developed in the 1980s that presents language as a unified whole. It aims to make students more active in the learning process by emphasizing activities like individual and small group reading and writing. The teacher acts as a facilitator and supporter of collaborative learning under this approach. Strengths include engaging students and allowing application across subjects, though it can be time-consuming and require mastery of the method.
NCTE 2017 "The Book Love Elective: Reading for Pleasure at the High School Le...
Austin Hall's Roundtable for the "Freed Reading: Book Love Grant Winners on Using Classroom Libraries to Promote Student Joy, Growth, and Independence" NCTE 2017 session.
Whole language eka
This document discusses whole language teaching methods. It lists various whole language teaching strategies like reading aloud, journal writing, and sustained silent reading. It also discusses different types of language skills like semantic, syntactic, and pragmatic skills. Finally, it notes that whole language focuses on teaching reading in context by looking at whole words rather than breaking words into parts.
Localizing second language writing pedagogy in a skills integrated
This talk describes how a large language program has adapted process-genre writing pedagogy to its local context, in light of some limitations. Presenters explain how the writing curriculum is organized, providing practical examples of tasks that engage students in all the stages of the writing process.
Min Sun (CV)
Min Sun has extensive experience in teaching English and providing tutoring services. He holds a Master's degree in English with a concentration in TESOL from San Francisco State University and a Bachelor's degree in English Language and Literature from Xiamen University. His teaching experience includes positions as an instructor at the American Language Institute at SFSU, a tutor at the Learning Assistance Center and English Tutoring Center at SFSU, and an instructor at New Oriental English Language Training School in China. He has also served in leadership roles such as Co-President of the MA TESOL Student Association at SFSU.
Approaches in literature teaching
The document discusses different approaches to teaching literature: periphrastic, information-based, and moral-philosophical. The periphrastic approach focuses on surface level meaning and is suitable for beginners. The information-based approach uses literature as an information source and involves teacher-centered activities. The moral-philosophical approach incorporates moral values and encourages students to connect themes to their lives. Each approach has benefits like easing comprehension, but also limitations such as over-reliance on teachers or lack of student engagement.
Genre Based Approach
The document discusses a genre-based approach to teaching writing to low proficiency EFL students. It defines genre-based approach and describes a study that used this approach with 32 secondary students in Hong Kong who had learning disabilities. The approach involved modeling texts, jointly constructing texts, and independent construction. Through experiencing language in activities, students learned to understand texts in context and identify generic stages and lexico-grammatical features of genres. The study found the genre-based approach helped students organize their writing when combined with activity-based teaching methods.
powerpoint Whole language
The whole language method is an approach to language instruction developed to help young children learn to read. It focuses on immersing students in a print-rich environment with various materials like posters, books, and student work displayed. Advantages include students having a better understanding of what they're reading in a more interesting way without strict rules or lists to learn. However, some disadvantages are that students may have trouble spelling and misinterpreting words without explicit phonics instruction. The teacher acts as a model, facilitator, and researcher, while students share responsibility for learning through individual and group activities with feedback. The overall goal is to view language holistically and help children learn reading and writing authentically.
Whole language
The Whole Language theory emphasizes teaching foreign languages in a natural, holistic way without dividing the language into separate components like grammar and vocabulary. It focuses on authentic activities like reading real texts and writing for a genuine audience. Learning is student-centered, with the teacher as a facilitator rather than expert. The goal is for students to use the language in meaningful, real-world contexts. While popular in the 1980s, critics argue it rejects principles of traditional ESL teaching by not directly teaching language skills.
Final whole language approach
Whole language is a philosophy of literacy instruction that emphasizes making meaning from text and expressing ideas in writing. It takes a constructivist approach where students build their own understanding from experiences. Key principles include a focus on meaning over decoding, accepting different learner needs, teaching skills in context rather than isolation, and assessing individual growth. The whole language approach grew out of Chomsky's theory of language acquisition and emphasizes reading as a psycholinguistic guessing game relying on holistic word examination rather than strict phonics rules.
Whole language approach sutriyani
The document discusses the whole language approach, an educational method developed in the 1980s that presents language as a unified whole. It aims to make students more active in the learning process by emphasizing activities like individual and small group reading and writing. The teacher acts as a facilitator and supporter of collaborative learning under this approach, which provides an interactive way for students to learn but also requires a long time to master and implement effectively.
Whole language
The whole language approach to teaching reading emerged from Noam Chomsky's ideas about language acquisition and was popularized by Ken Goodman in 1967. Whole language emphasizes that children should focus on meaning and strategy when learning to read and write rather than individual letters and sounds. It is a constructivist approach where students construct their own understanding from experiences with language. Key principles include reading and writing for real purposes, meaning-centered instruction, and emphasis on motivation and engagement with literature.
What's hot (18)
Design management and_evaluation_of_curriculum_models_clase_1
Design management and_evaluation_of_curriculum_models_clase_1
The Book Love Elective: Taking the Relationship to the Next Level
The Book Love Elective: Taking the Relationship to the Next Level
NCTE 2017 "The Book Love Elective: Reading for Pleasure at the High School Le...
NCTE 2017 "The Book Love Elective: Reading for Pleasure at the High School Le...
Localizing second language writing pedagogy in a skills integrated
Localizing second language writing pedagogy in a skills integrated
Similar to Inventing a translingual curriculum
Syllabus desing
Having learned about theories of language acquisition and language teaching method, this presentation is about perspective in syllabus design, a typical applied linguistics activity.
COURSE-SYLLABUS-IN-TEACHING-ENGLISH-IN-THE-ELEMENTARY-GRADES.docx
This document provides a course syllabus for "Teaching English in the Elementary Grades Through Literature". The course aims to use children's literature to teach English. Over 12 weeks, students will learn how to incorporate different genres of literature like poetry, songs, drama, and short stories into English lessons. Assessment tasks include creating instructional materials, detailed lesson plans, and demonstrating teaching skills. The course intends to help students develop skills in selecting age-appropriate literature and designing activities to engage students and extend their literary experiences.
10-8-2020-integrating-four-strands-hybrid-model.pptx
This document provides an overview of integrating the four strands of English (reading, writing, communication/multimodal literacy, and research) within a hybrid learning model. It discusses blended learning models and available resources. Challenges of teaching the strands in a hybrid environment are addressed, including seamless integration of the strands and integrating history/social science into ELA instruction. Best practices are outlined for synchronous, asynchronous, and in-person instruction. Effective assessment of the four strands and strategies for student success are also discussed.
Wonderland Overview Presentation Stage 2 (Without voice-over)
This document provides an overview of the Wonderland - Stage 2 reading program for Years 3 and 4. It includes:
- Instruction in phonemic awareness, phonics, reading comprehension, oral language, vocabulary and fluency.
- 6 core readers, 2 novels, 2 non-fiction books, 4 skills books, and 24 levelled readers to support the development of these skills.
- Teacher's notes and oral language development schemes to guide instruction and provide comprehensive lesson plans focused on building comprehension, word study, vocabulary and fluency.
Wonderland Overview presentation Stage 2
The Wonderland Literacy Programme is a comprehensive, multi-dimensional programme and it provide all the components necessary to enable children become successful, motivated readers and writers. Evidence-based research has been translated into practical, engaging and easy-to-implement lessons and strategies. Resources include a systematic, synthetic phonics programme, phonological and phonemic awareness programmes, oral language development schemes, guided reading and writing programmes along with Assessment, Home/School Links, IT components and comprehensive teacher resources.
Lli red day 1 long
This document outlines an agenda for a training on the Fountas and Pinnell Leveled Literacy Intervention (LLI) Red system. The training will cover key characteristics of intervention systems, materials and resources in the LLI system, how to structure LLI lessons, strategies for comprehension, vocabulary, fluency and word work, and using assessment to inform teaching. It concludes with reflection and evaluation of how to effectively implement a novel study approach and test preparation lessons in LLI to support students' reading.
Literacy program
The document discusses the components of a balanced literacy program for 5th grade students. It explains that a balanced literacy program incorporates various reading and writing activities including whole group instruction, small group work, guided reading, literature circles, and independent work. It emphasizes teaching skills like word recognition, fluency, comprehension, and motivation. A variety of assessments are used to monitor students' progress, including standardized tests, portfolios, observations, and student work samples. The goal is to help students become independent, well-rounded readers.
Dialogic book reading in Indonesian EYL Context
PPT Slides presented at the 5th Annual Seminar & Workshop on ELT UPT Balai Bahasa Univ. Mulawarman 2015
The World Is Not Flat (Rossomondo & Lord, ACTFL2015)
Language educators are eager to transform their teaching by embracing new technologies, be they digital tools, Web-based resources, or ancillaries that accompany textbook packages. While there is no doubt that digital materials facilitate opportunities for exposing learners to authentic language and structuring interaction at a distance, many wonder when and how these technologies will cease to be add-ons begin to serve a more integrative function in transforming language teaching and learning.
In this session we propose that the paper-based textbook has outlived its usefulness in today’s world, logistically and pedagogically. We focus on two aspects of the future paperless classroom: what students do on their own time and how; and what can be done during class time and how. Specific examples are provided from an existing digital learning environment and a project in development in Spanish, but the theoretical and practical principles are applicable to any language and level.
Tesl 515 dl
This document provides information about the TESL-515DL Language Skills and Materials Development course, including its objectives, learning outcomes, content, activities, and required readings. The objectives are to provide knowledge and strategies for teaching the four language skills, developing and evaluating materials, and understanding appropriateness for target groups. Learning outcomes include demonstrating awareness of language skill methodologies, understanding communicative teaching, developing and evaluating lessons and materials, and engaging in reflective teaching. Course content covers topics such as the communicative approach, skills integration, materials design trends, and learner-centered materials. Assessment includes assignments, forum participation, a group project, and a final exam.
Classroom Libraries
Classroom libraries help students attain reading achievement by providing opportunities to read interesting books and introducing students to different genres and authors. This promotes increased reading frequency and more diverse reading experiences. Classroom libraries also allow for social interaction as students discuss books, which enhances comprehension. When planning a classroom library, teachers should include fiction and non-fiction at various reading levels to meet student needs, and different genres and formats. The library should be organized in a user-friendly way to help students select books and updated each year.
1420364634727746137886250-180206153413.pdf
The document discusses different approaches to syllabus design for language teaching. It defines the differences between a curriculum and a syllabus, with the syllabus being more localized and focused on classroom implementation while the curriculum provides broader goals and guidelines. It also outlines several types of syllabi such as grammatical, lexical, skills-based, functional-notional, content-based, and task-based syllabi which organize language learning according to different criteria like grammar, vocabulary, skills, functions, topics, or tasks. Current trends in syllabus design involve a multi-syllabus approach that incorporates elements from different types and allows for flexibility based on learning styles and teaching contexts.
Syllabus Types
Part of a full series of ppts on curriculum development available on EFL Classroom - https://community.eflclassroom.com/forum2/topics/elt-curriculum-development
Literate Environment Analysis Presentation
This presentation discusses creating a literate environment for early readers. It covers getting to know literacy learners through assessments, selecting engaging texts, and developing literacy lessons using interactive and critical perspectives. Specific cognitive and noncognitive assessments are described along with a variety of texts selected for a small reading group. Examples of literacy lessons demonstrate modeling comprehension strategies and allowing students to make connections to texts.
Communicative approach
The communicative approach focuses on developing students' communicative competence through meaningful use of language. It views language as a social tool for communication. The approach emphasizes using language functions to perform tasks and develop the four skills. Teachers adopt facilitator roles to organize communicative activities like information sharing, problem solving and role plays that engage students in real-life language use. Materials support this approach through authentic texts, tasks and real-world objects. The goal is to equip students to successfully communicate in the target language.
Literature Circles - Getting Started
This document provides an overview of a 10-session lesson plan to introduce students to literature circles. The plan models the four main roles that students take on in literature circles: Discussion Director, Vocabulary Enricher, Literary Luminary, and Checker. Each role is demonstrated by the teacher and practiced by students. By the end of the introduction, students are prepared to participate independently in literature circles to discuss books they have chosen.
Literate Environment Analysis Presentation
This document discusses creating a literate environment for students in pre-K through 3rd grade. It emphasizes using assessments to understand student strengths and needs in order to select appropriate texts and lesson activities. Cognitive assessments identify specific reading abilities while noncognitive assessments provide insight into student attitudes. Lessons should incorporate interactive, critical, and response perspectives to fully engage students. Texts should match students' cognitive and interest levels to promote comprehension and critical thinking. The goal is to create a balanced literacy program that develops independent readers.
Literate environment analysis presentation
This document summarizes a presentation on creating a literate environment for beginning readers from pre-k to 3rd grade. It discusses assessing students' cognitive and non-cognitive abilities to understand their strengths and needs. It also covers selecting texts that match students' ability levels and interests. Finally, it describes implementing reading lessons that take interactive, critical, and response perspectives to engage students with texts in different ways and promote strategic reading.
9722607 Vivian
This document summarizes a research paper that explored combining top-down discourse analysis and bottom-up corpus analysis approaches to teaching graduate writing. The research presented teaching materials focused on the rhetorical function of defending research against criticism using both discourse tasks and corpus tasks. An evaluation found students responded positively to using corpora in the classroom and would recommend its use, showing the combined approach provided an enriched learning experience.
RBL - Teaching Language Skills 'Reading' and 'Listening' - 4th Group
Presented by Khoirunnisa Isnani / 17716251043 & Pradita Amelia Nugraha Ningtyas / 17716251046 for Resource Based Learning class / Graduate Program of English Education Department / Yogyakarta State University 2018
Similar to Inventing a translingual curriculum (20)
COURSE-SYLLABUS-IN-TEACHING-ENGLISH-IN-THE-ELEMENTARY-GRADES.docx
COURSE-SYLLABUS-IN-TEACHING-ENGLISH-IN-THE-ELEMENTARY-GRADES.docx
10-8-2020-integrating-four-strands-hybrid-model.pptx
10-8-2020-integrating-four-strands-hybrid-model.pptx
Wonderland Overview Presentation Stage 2 (Without voice-over)
Wonderland Overview Presentation Stage 2 (Without voice-over)
The World Is Not Flat (Rossomondo & Lord, ACTFL2015)
The World Is Not Flat (Rossomondo & Lord, ACTFL2015)
RBL - Teaching Language Skills 'Reading' and 'Listening' - 4th Group
RBL - Teaching Language Skills 'Reading' and 'Listening' - 4th Group
More from schwarzerd
Tesol 2013
This document summarizes a presentation on translingualism given at TESOL 2013. It defines translingualism as languages and literacies developing dynamically between each other as people move between borders and cultural identities. Translingualism can be viewed as a new phenomenon of study, an ideology, or methodology. Examples are given of translingual practices like linguistic landscape projects, multilingual word walls, and using heritage languages in assignments. The presentation argues for conceptualizing language learning as fluid rather than bounded and emphasizes drawing on students' diverse experiences to teach content areas through culturally relevant practices.
Educating Culturally Responsive Teachers - intro chap 1 & 2
The document discusses the need for culturally responsive teaching given changing student demographics. It notes that students are becoming more culturally and linguistically diverse while teachers remain mostly white females. Developing culturally responsive teachers requires gaining sociocultural awareness, having an affirming attitude towards diverse students, and being committed to acting as agents of change. It also discusses the importance of monolingual teachers fostering multilingualism in their classrooms.
Phenomenon of study
This document discusses various terms related to language and literacy development, including translingualism. It proposes that learners who move between their native and additional languages and cultures may be considered "trans-language learners." While translingualism is worthy of study, the definitions presented are broad and do not clearly distinguish it from other concepts like bilingualism. The document advocates for viewing language and literacy development as fluid processes that occur through interacting with multiple languages and cultural identities.
Translingualism
The document discusses translingual education as a phenomenon, methodology, and ideology that can promote social justice and educational renewal. It provides examples of how translingualism was observed in the linguistic landscape of Harrison, NJ and describes two classroom activities incorporating students' native languages that demonstrate a translingual methodology for teaching English. The presentation argues that translingual education moves beyond monolingual and multilingual approaches by viewing languages and literacies as fluid and dynamic.
509 schwarzer
This document provides information about a graduate course titled "Sociocultural Perspectives on Teaching and Learning" being offered in the fall of 2011. The course examines how teachers can successfully educate students from diverse social and cultural backgrounds. It aims to help future teachers develop culturally responsive teaching practices. Over the course of the semester, students will explore topics like socialization and identity, cultural diversity, challenges facing diverse students, and strategies for teaching across differences. Requirements include class participation, setting personal learning goals, and a midterm and final self-assessment. Readings will come from required textbooks and other sources posted online.
syllabus CURR 509
This document provides information about a course titled "Sociocultural Perspectives on Teaching and Learning" being offered in the fall of 2011. The course examines how teachers can successfully teach students from diverse backgrounds. It aims to help future teachers develop culturally responsive teaching practices. Key topics covered include understanding sociocultural identity and diversity, implications of diversity for education, and qualities of culturally responsive teachers.
curr 509
The document discusses the need for a coherent approach to educating culturally responsive teachers. It notes that the K-12 student population is becoming increasingly diverse in terms of culture, language, and ethnicity, while teachers remain mostly white and middle class. Simply adding a course on multiculturalism is not enough. The document outlines three key aspects of educating culturally responsive teachers: 1) developing sociocultural consciousness, 2) having an affirming attitude towards diverse students, and 3) committing to act as agents of change. It also discusses the importance of teachers fostering multilingualism in their classrooms.
Presentation1
First presentation for class - including the introduction and the first tow chapters of the book - Educating Culturally Responsive Teachers by Villegas and Lucas.
Educating
Educating Culturally Responsive Teachers focuses on preparing teachers to be culturally responsive. It discusses the growing diversity in US classrooms and the need for teachers to understand students' cultural backgrounds. The first two chapters introduce a framework for developing teachers' sociocultural consciousness, with the goal of helping all students learn regardless of their race, ethnicity, social class, or language background.
More from schwarzerd (9)
Educating Culturally Responsive Teachers - intro chap 1 & 2
Educating Culturally Responsive Teachers - intro chap 1 & 2
Recently uploaded
Advanced Java[Extra Concepts, Not Difficult].docx
This is part 2 of my Java Learning Journey. This contains Hashing, ArrayList, LinkedList, Date and Time Classes, Calendar Class and more.
Main Java[All of the Base Concepts}.docx
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Walmart Business+ and Spark Good for Nonprofits.pdf
"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!"
Gender and Mental Health - Counselling and Family Therapy Applications and In...
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...Nguyen Thanh Tu Collection
https://app.box.com/s/tacvl9ekroe9hqupdnjruiypvm9rdaneLeveraging Generative AI to Drive Nonprofit Innovation
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
How to Make a Field Mandatory in Odoo 17
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
The History of Stoke Newington Street Names
Presented at the Stoke Newington Literary Festival on 9th June 2024
www.StokeNewingtonHistory.com
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
Physical pharmaceutics notes for B.pharm students
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Recently uploaded (20)
Walmart Business+ and Spark Good for Nonprofits.pdf
Walmart Business+ and Spark Good for Nonprofits.pdf
Gender and Mental Health - Counselling and Family Therapy Applications and In...
Gender and Mental Health - Counselling and Family Therapy Applications and In...
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
IGCSE Biology Chapter 14- Reproduction in Plants.pdf
IGCSE Biology Chapter 14- Reproduction in Plants.pdf
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
Leveraging Generative AI to Drive Nonprofit Innovation
Leveraging Generative AI to Drive Nonprofit Innovation
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
Liberal Approach to the Study of Indian Politics.pdf
Liberal Approach to the Study of Indian Politics.pdf
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
Inventing a translingual curriculum
- 1. Inventing a Translingual Language Curriculum Thinking “outside the box” David Schwarzer, 2011 Montclair State University