Solid foundation built at a young age is why Singapore students are consistently the best in the world, according to all International surveys.
We are more than happy to assist you in lowering your costs, increasing your profits, while at the same time elevating quality of your school's education
The document discusses the key elements of clause structure including subjects, predicates, and complements/adjuncts. It notes that every clause has a verb phrase as its head and the verb determines the structure of the rest of the clause. The major elements are the subject and predicate, with the predicator selecting the key content. Complements and adjuncts are dependents of the predicator in the verb phrase, with complements being obligatory or optional and adjuncts being optional additions. Predicative complements are another type of dependent that commonly has the form of a noun phrase or adjective phrase.
The Silent Way is a language teaching method developed by Caleb Gattegno that emphasizes learner independence and minimal teacher speaking. The teacher uses visual aids like charts and rods to introduce new language concepts silently, then observes as students practice the language through problem-solving activities. The role of the teacher is to present language once using gestures before stepping back, while students take responsibility for their own learning through exploration and self-correction. Proponents argue this fosters autonomy and respect for individual learners, though some question if silence can teach effectively or be practical for all classroom contexts.
Total Physical Response (TPR) is a language teaching method that uses physical actions to help students learn language. In TPR, the instructor gives commands in the target language and students respond through whole-body motions. It is commonly used with beginners and young learners. TPR focuses on developing listening skills first before speaking. Some advantages are that it is engaging, helps build vocabulary in context, and facilitates understanding without much preparation. However, it risks boring students if overused and not all languages suit this method.
The document discusses theories of first language acquisition, including:
1) Behaviorist theory which views language as learned through imitation, reinforcement, and habit formation. However, this does not explain creativity or competence in language.
2) Cognitive/innatist approach proposed by Chomsky which argues humans have an innate Language Acquisition Device that enables learning any language.
3) Stages of first language development from birth to age 6 including crying, babbling, one-word sentences, and developing grammar and vocabulary.
4) Chomsky's idea of a critical period for language acquisition, where deprivation of language input during early childhood makes full acquisition difficult or impossible.
The document provides activities for teaching grammar and summarizes a poem. It includes 3 activities:
1) Identifying personal pronouns, nouns, and verbs in a song lyrics.
2) Having advanced students identify tenses in a short story about Cinderella.
3) Identifying verbs, nouns, and pronouns in a poem about enjoying school.
The document discusses the Total Physical Response (TPR) method of foreign language teaching. In TPR, the teacher gives students commands in the target language and acts them out, without requiring students to speak. Students demonstrate understanding through performing the commands. Later, students may give commands as well. The method aims to reduce stress and introduce language through meaningful physical actions before speaking.
Chapter 6 Acquiring Knowledge For L2 Use..pptxDanaiDen1
This document discusses receptive language activities, which are reading and listening. It explains that comprehending reading and listening involves both bottom-up processing (using knowledge of language systems like vocabulary and grammar) and top-down processing (using background knowledge of content, context, and culture). It provides details on what each type of processing involves. The document then discusses reading specifically, noting its importance for language learning and academic competence, and outlining six component abilities involved in fluent academic reading.
The document discusses the key elements of clause structure including subjects, predicates, and complements/adjuncts. It notes that every clause has a verb phrase as its head and the verb determines the structure of the rest of the clause. The major elements are the subject and predicate, with the predicator selecting the key content. Complements and adjuncts are dependents of the predicator in the verb phrase, with complements being obligatory or optional and adjuncts being optional additions. Predicative complements are another type of dependent that commonly has the form of a noun phrase or adjective phrase.
The Silent Way is a language teaching method developed by Caleb Gattegno that emphasizes learner independence and minimal teacher speaking. The teacher uses visual aids like charts and rods to introduce new language concepts silently, then observes as students practice the language through problem-solving activities. The role of the teacher is to present language once using gestures before stepping back, while students take responsibility for their own learning through exploration and self-correction. Proponents argue this fosters autonomy and respect for individual learners, though some question if silence can teach effectively or be practical for all classroom contexts.
Total Physical Response (TPR) is a language teaching method that uses physical actions to help students learn language. In TPR, the instructor gives commands in the target language and students respond through whole-body motions. It is commonly used with beginners and young learners. TPR focuses on developing listening skills first before speaking. Some advantages are that it is engaging, helps build vocabulary in context, and facilitates understanding without much preparation. However, it risks boring students if overused and not all languages suit this method.
The document discusses theories of first language acquisition, including:
1) Behaviorist theory which views language as learned through imitation, reinforcement, and habit formation. However, this does not explain creativity or competence in language.
2) Cognitive/innatist approach proposed by Chomsky which argues humans have an innate Language Acquisition Device that enables learning any language.
3) Stages of first language development from birth to age 6 including crying, babbling, one-word sentences, and developing grammar and vocabulary.
4) Chomsky's idea of a critical period for language acquisition, where deprivation of language input during early childhood makes full acquisition difficult or impossible.
The document provides activities for teaching grammar and summarizes a poem. It includes 3 activities:
1) Identifying personal pronouns, nouns, and verbs in a song lyrics.
2) Having advanced students identify tenses in a short story about Cinderella.
3) Identifying verbs, nouns, and pronouns in a poem about enjoying school.
The document discusses the Total Physical Response (TPR) method of foreign language teaching. In TPR, the teacher gives students commands in the target language and acts them out, without requiring students to speak. Students demonstrate understanding through performing the commands. Later, students may give commands as well. The method aims to reduce stress and introduce language through meaningful physical actions before speaking.
Chapter 6 Acquiring Knowledge For L2 Use..pptxDanaiDen1
This document discusses receptive language activities, which are reading and listening. It explains that comprehending reading and listening involves both bottom-up processing (using knowledge of language systems like vocabulary and grammar) and top-down processing (using background knowledge of content, context, and culture). It provides details on what each type of processing involves. The document then discusses reading specifically, noting its importance for language learning and academic competence, and outlining six component abilities involved in fluent academic reading.
English Year 4 Listening and speaking lesson plan izzati masturah
This 30-minute English lesson plan for Year 4 students focuses on teaching about the solar system. The lesson will begin with an introduction and questions to activate prior knowledge about planets. Then, the teacher will present information about different planet types using flashcards and an LCD screen, explaining vocabulary. Students will practice conversations in pairs about the solar system. To conclude, the teacher will review what was learned and students will present their conversations.
This document provides guidance on teaching English to children. It notes that children learn best through watching, listening, imitating, and doing hands-on activities. As learners, children are not able to understand grammatical rules and need non-verbal clues. The document recommends making English fun and encouraging for children by using gestures, pictures, games, songs, and stories. It also stresses the importance of variety in lessons to match children's short attention spans.
The Common European Framework of Reference for Languages (CEFR) provides a common basis for describing language ability across Europe. It describes what language learners need to know and be able to do to use a language for communication. The CEFR defines six reference levels of language proficiency from A1 for basic users to C2 for mastery. It also outlines the grammatical structures and competencies required at each level. The CEFR takes a communicative approach, focusing on learners' needs and basing teaching on developing communicative competence through everyday interactions and cultural understanding.
This document provides guidance on teaching speaking skills. It discusses key sub-skills of speaking like vocabulary, grammar, pronunciation, and listening comprehension. It emphasizes using communicative language teaching approaches that provide meaningful contexts for practice. Some suggested speaking activities are role plays, interviews, discussions, and oral presentations. The document also covers language functions, formulaic expressions, classroom language, benefits of interaction, and teacher roles. It provides tips for balancing fluency and accuracy, including confirmation checks and peer correction.
How to teach vocabulary to young learnersImroati Ar
The document provides guidance on teaching vocabulary to young learners and includes several techniques to do so. It discusses why vocabulary is important to teach young learners, noting that vocabulary builds the "bricks" of language skills. It also emphasizes teaching words in context and setting achievable goals tailored to students' abilities. The document then describes five techniques for teaching vocabulary: pointing, substitution, naming, miming/TPR, and using realia. It concludes by outlining several vocabulary activities: Sparkle, Spelling Bulls-Eye, Word Ladder, Guess the Word, and Vocabulary Puzzle.
The document discusses negation of modal auxiliaries in English sentences. It explains that negation of an auxiliary focuses the negation on the auxiliary meaning, leaving the main verb positive, while negation of the main verb focuses the negation on the verb. It provides examples of sentences with different modal auxiliaries like can, may, shall, will, must, needn't and oughtn't used in both auxiliary and main verb negation.
The document discusses integrating listening and speaking skills in teaching English. It provides examples of activities to develop these skills together or separately, including having students draw pictures based on spoken instructions or asking questions for clarification. It also discusses the relationship between listening and speaking, different types of listening, and tips for teaching listening and speaking to young learners.
The Audio Lingual Method emphasizes teaching listening and speaking skills before reading and writing. It uses dialogues and drills, discourages using the native language, and aims to form correct habits through imitation and practice. Key principles include using the target language for instruction, presenting language in context, and avoiding errors. The teacher leads drills and ensures correct pronunciation while students imitate models. The goal is for students to communicate automatically in the target language like native speakers.
This document discusses two language functions: persuading and encouraging. Persuading involves giving reasons to convince someone to do something or believe something, while repeatedly asking them. Encouraging provides support, motivation, and confidence to help someone achieve their goals through positive and reassuring statements. Both language functions aim to influence others through language.
This document discusses teaching listening skills to young learners. It defines listening and distinguishes it from hearing. It explains that listening is an important language skill that serves as a foundation for other skills like speaking, reading, and writing. It also outlines techniques for developing listening skills in the classroom, including total physical response activities, syllable clapping, rhyming words, and minimal pairs. The goal is to prepare children to read by developing their auditory patterns and listening comprehension.
Language functions - alexis john b. benedictoAlexisJohn5
This document discusses language functions and forms. Language functions refer to the purposes of communication, such as comparing, persuading, asking questions. Forms are the grammatical structures and vocabulary used to support functions, including verbs, nouns, prepositions. Examples are provided of common language functions in both oral and academic writing contexts. Language functions and forms work together - learners must acquire both to improve proficiency. Teachers should understand the functional and structural demands of tasks to support students' language development.
This document discusses various methods for teaching English, including content-based instruction, theme-based teaching, experiential learning, task-based teaching, teaching listening comprehension, and teaching oral communication skills. It provides details on each method, including definitions, examples, advantages, and considerations for implementation. Theme-based teaching links curriculum around topics of interest to engage students, while experiential learning involves acquiring skills through doing and learning from experiences. Task-based teaching focuses on having students complete meaningful tasks and use language as a means to solve problems. Teaching listening comprehension involves developing students' ability to understand spoken English through discriminating sounds and comprehending meanings. Teaching oral skills stresses controlled speech production and provides examples of activities like discussions
The document outlines steps for planning and implementing a task-based language (TBL) lesson. It discusses: 1) Pre-task preparation like activating background knowledge and vocabulary; 2) A task cycle involving doing the task, preparing a report, and giving the report; 3) A language focus stage to reinforce language used in tasks. Sample tasks involve students exchanging opinions on food preferences and planning meal menus in groups.
This document discusses several questions regarding language acquisition in children: whether children acquire language through imitation, if language learning involves learning rules, and if correcting children's errors helps their learning. It also examines how children produce novel utterances and generalize rules. The document explores theories of language learning, including behaviorism, and debates whether correcting mistakes aids children or is frustrating.
The document discusses the Direct Method of language teaching. It was developed in reaction to the Grammar Translation Method to teach language without translation. Under the Direct Method, the target language is used exclusively, meaning is associated through demonstration rather than explanation, and grammar is induced rather than explicitly taught. The key principles include using basic vocabulary and everyday sentences, emphasizing oral transmission, and focusing on communication through techniques like question-answer exercises and conversation practice.
NOTICE, CAUTION, dan WARNING adalah informasi singkat yang ditujukan untuk orang banyak untuk memberi informasi, instruksi, atau peringatan tentang berbagai hal. NOTICE umumnya memberikan informasi singkat tanpa implikasi serius, sementara CAUTION dan WARNING memberikan peringatan tentang bahaya yang dapat terjadi, di mana CAUTION bahaya ringan dan WARNING bahaya besar.
Verb is one of the eight parts of speech that shows the action of the subject or indicates an event or situation. Verbs can be categorized as transitive or intransitive, regular or irregular, action or stative, and finite or non-finite. Transitive verbs are followed by a direct object, while intransitive verbs are not. Regular verbs form their past tense and past participle by adding suffixes. Action verbs express an action, while stative verbs express an unchanging condition. Finite verbs show tense and agree with the subject, whereas non-finite verbs do not.
The document discusses narrative text and provides an example story about Snow White. It defines narrative text as stories that include a plot with a climax and resolution to entertain readers. It then lists common types of narrative texts like fables, legends, and folk tales. The generic structure of narrative texts is also outlined as orientation, complication, and resolution. The document concludes by providing a short story about Snow White in both English and Indonesian to exemplify a narrative text.
Teaching Listening Skill to Young LearnersMyno Uddin
Teaching Listening Skill to Young Learners sometimes tough for the teachers as they do not want to listen anything Properly. Here are some Tips to Teach Listening Skill to Young Learners.
The document describes Kamila, Madisyn, and Victor playing together with marble runs. They experimented by adding different ramps, cups, and tubes to change the path of the marbles. Madisyn was enthusiastic and had ideas to expand their creation. Together they problem-solved issues and collaborated to build an elaborate marble run structure. Their families observed that the children were learning skills like problem-solving, collaboration, and persistence through creative play.
Henry wandered around his classroom upon arrival but then smiled when he saw the toy bus. He sat down on the bus, showing his familiarity and comfort with buses. His teachers plan to expand on his interest in buses by adding people and roads to the toy bus and finding related books to engage Henry and help with his transition to the new classroom. His parents are pleased that Henry is able to comfort himself and that the teachers are supporting his interests.
English Year 4 Listening and speaking lesson plan izzati masturah
This 30-minute English lesson plan for Year 4 students focuses on teaching about the solar system. The lesson will begin with an introduction and questions to activate prior knowledge about planets. Then, the teacher will present information about different planet types using flashcards and an LCD screen, explaining vocabulary. Students will practice conversations in pairs about the solar system. To conclude, the teacher will review what was learned and students will present their conversations.
This document provides guidance on teaching English to children. It notes that children learn best through watching, listening, imitating, and doing hands-on activities. As learners, children are not able to understand grammatical rules and need non-verbal clues. The document recommends making English fun and encouraging for children by using gestures, pictures, games, songs, and stories. It also stresses the importance of variety in lessons to match children's short attention spans.
The Common European Framework of Reference for Languages (CEFR) provides a common basis for describing language ability across Europe. It describes what language learners need to know and be able to do to use a language for communication. The CEFR defines six reference levels of language proficiency from A1 for basic users to C2 for mastery. It also outlines the grammatical structures and competencies required at each level. The CEFR takes a communicative approach, focusing on learners' needs and basing teaching on developing communicative competence through everyday interactions and cultural understanding.
This document provides guidance on teaching speaking skills. It discusses key sub-skills of speaking like vocabulary, grammar, pronunciation, and listening comprehension. It emphasizes using communicative language teaching approaches that provide meaningful contexts for practice. Some suggested speaking activities are role plays, interviews, discussions, and oral presentations. The document also covers language functions, formulaic expressions, classroom language, benefits of interaction, and teacher roles. It provides tips for balancing fluency and accuracy, including confirmation checks and peer correction.
How to teach vocabulary to young learnersImroati Ar
The document provides guidance on teaching vocabulary to young learners and includes several techniques to do so. It discusses why vocabulary is important to teach young learners, noting that vocabulary builds the "bricks" of language skills. It also emphasizes teaching words in context and setting achievable goals tailored to students' abilities. The document then describes five techniques for teaching vocabulary: pointing, substitution, naming, miming/TPR, and using realia. It concludes by outlining several vocabulary activities: Sparkle, Spelling Bulls-Eye, Word Ladder, Guess the Word, and Vocabulary Puzzle.
The document discusses negation of modal auxiliaries in English sentences. It explains that negation of an auxiliary focuses the negation on the auxiliary meaning, leaving the main verb positive, while negation of the main verb focuses the negation on the verb. It provides examples of sentences with different modal auxiliaries like can, may, shall, will, must, needn't and oughtn't used in both auxiliary and main verb negation.
The document discusses integrating listening and speaking skills in teaching English. It provides examples of activities to develop these skills together or separately, including having students draw pictures based on spoken instructions or asking questions for clarification. It also discusses the relationship between listening and speaking, different types of listening, and tips for teaching listening and speaking to young learners.
The Audio Lingual Method emphasizes teaching listening and speaking skills before reading and writing. It uses dialogues and drills, discourages using the native language, and aims to form correct habits through imitation and practice. Key principles include using the target language for instruction, presenting language in context, and avoiding errors. The teacher leads drills and ensures correct pronunciation while students imitate models. The goal is for students to communicate automatically in the target language like native speakers.
This document discusses two language functions: persuading and encouraging. Persuading involves giving reasons to convince someone to do something or believe something, while repeatedly asking them. Encouraging provides support, motivation, and confidence to help someone achieve their goals through positive and reassuring statements. Both language functions aim to influence others through language.
This document discusses teaching listening skills to young learners. It defines listening and distinguishes it from hearing. It explains that listening is an important language skill that serves as a foundation for other skills like speaking, reading, and writing. It also outlines techniques for developing listening skills in the classroom, including total physical response activities, syllable clapping, rhyming words, and minimal pairs. The goal is to prepare children to read by developing their auditory patterns and listening comprehension.
Language functions - alexis john b. benedictoAlexisJohn5
This document discusses language functions and forms. Language functions refer to the purposes of communication, such as comparing, persuading, asking questions. Forms are the grammatical structures and vocabulary used to support functions, including verbs, nouns, prepositions. Examples are provided of common language functions in both oral and academic writing contexts. Language functions and forms work together - learners must acquire both to improve proficiency. Teachers should understand the functional and structural demands of tasks to support students' language development.
This document discusses various methods for teaching English, including content-based instruction, theme-based teaching, experiential learning, task-based teaching, teaching listening comprehension, and teaching oral communication skills. It provides details on each method, including definitions, examples, advantages, and considerations for implementation. Theme-based teaching links curriculum around topics of interest to engage students, while experiential learning involves acquiring skills through doing and learning from experiences. Task-based teaching focuses on having students complete meaningful tasks and use language as a means to solve problems. Teaching listening comprehension involves developing students' ability to understand spoken English through discriminating sounds and comprehending meanings. Teaching oral skills stresses controlled speech production and provides examples of activities like discussions
The document outlines steps for planning and implementing a task-based language (TBL) lesson. It discusses: 1) Pre-task preparation like activating background knowledge and vocabulary; 2) A task cycle involving doing the task, preparing a report, and giving the report; 3) A language focus stage to reinforce language used in tasks. Sample tasks involve students exchanging opinions on food preferences and planning meal menus in groups.
This document discusses several questions regarding language acquisition in children: whether children acquire language through imitation, if language learning involves learning rules, and if correcting children's errors helps their learning. It also examines how children produce novel utterances and generalize rules. The document explores theories of language learning, including behaviorism, and debates whether correcting mistakes aids children or is frustrating.
The document discusses the Direct Method of language teaching. It was developed in reaction to the Grammar Translation Method to teach language without translation. Under the Direct Method, the target language is used exclusively, meaning is associated through demonstration rather than explanation, and grammar is induced rather than explicitly taught. The key principles include using basic vocabulary and everyday sentences, emphasizing oral transmission, and focusing on communication through techniques like question-answer exercises and conversation practice.
NOTICE, CAUTION, dan WARNING adalah informasi singkat yang ditujukan untuk orang banyak untuk memberi informasi, instruksi, atau peringatan tentang berbagai hal. NOTICE umumnya memberikan informasi singkat tanpa implikasi serius, sementara CAUTION dan WARNING memberikan peringatan tentang bahaya yang dapat terjadi, di mana CAUTION bahaya ringan dan WARNING bahaya besar.
Verb is one of the eight parts of speech that shows the action of the subject or indicates an event or situation. Verbs can be categorized as transitive or intransitive, regular or irregular, action or stative, and finite or non-finite. Transitive verbs are followed by a direct object, while intransitive verbs are not. Regular verbs form their past tense and past participle by adding suffixes. Action verbs express an action, while stative verbs express an unchanging condition. Finite verbs show tense and agree with the subject, whereas non-finite verbs do not.
The document discusses narrative text and provides an example story about Snow White. It defines narrative text as stories that include a plot with a climax and resolution to entertain readers. It then lists common types of narrative texts like fables, legends, and folk tales. The generic structure of narrative texts is also outlined as orientation, complication, and resolution. The document concludes by providing a short story about Snow White in both English and Indonesian to exemplify a narrative text.
Teaching Listening Skill to Young LearnersMyno Uddin
Teaching Listening Skill to Young Learners sometimes tough for the teachers as they do not want to listen anything Properly. Here are some Tips to Teach Listening Skill to Young Learners.
The document describes Kamila, Madisyn, and Victor playing together with marble runs. They experimented by adding different ramps, cups, and tubes to change the path of the marbles. Madisyn was enthusiastic and had ideas to expand their creation. Together they problem-solved issues and collaborated to build an elaborate marble run structure. Their families observed that the children were learning skills like problem-solving, collaboration, and persistence through creative play.
Henry wandered around his classroom upon arrival but then smiled when he saw the toy bus. He sat down on the bus, showing his familiarity and comfort with buses. His teachers plan to expand on his interest in buses by adding people and roads to the toy bus and finding related books to engage Henry and help with his transition to the new classroom. His parents are pleased that Henry is able to comfort himself and that the teachers are supporting his interests.
Josie experimented with dripping paint down a sloped piece of paper. She carefully watched as the paint drips made lines down the hill that she had formed. Her teacher observed this and took pictures, recognizing that Josie was acting as a scientist by conducting an experiment and observing the results. The teacher notes that Josie seems intrigued by the physical properties of paint and suggests exploring this further by bringing out different tools and materials for her to experiment with.
Camila y Madisyn disfrutaron jugando juntas con rampas de mármol, canicas y otros objetos. Ellas colaboraron para construir estructuras cada vez más complejas, resolviendo problemas y tratando de hacer que las cosas funcionen de nuevas maneras. Madisyn aportó mucho entusiasmo y energía positiva al juego.
Priyankaa enjoyed drawing with crayons. She used different colored crayons to draw lines and circles on paper, becoming interested in her drawing. When asked what she was drawing, Priyankaa replied she was drawing a smiley face, which she liked because her mother often drew them for her.
Set to bring International education to a whole new level, the Singapore International Primary Years Program is a hybrid of of world's best International curriculum
Primrose RYNE provides property and flat, 2 BHK, 3 BHK, 4 BHK in Greater Noida at a low prices and given special offer. We also provides flats in Delhi NCR with many features like Apartment, Security , park , Big parking Space etc.
La pandemia de COVID-19 ha tenido un impacto significativo en la economía mundial. Muchos países experimentaron fuertes caídas en el PIB y aumentos en el desempleo debido a los cierres generalizados y las restricciones a los viajes. Aunque las vacunas ofrecen esperanza de una recuperación económica en 2021, el panorama a corto plazo sigue siendo incierto dado el resurgimiento de casos en algunas partes del mundo.
This quiz covers key concepts from the first week's material in a business finance course. It contains 8 multiple choice questions testing understanding of topics like financial goals, market valuation, income statements, balance sheets, and ethical issues in financial management. The document encourages studying the questions to better learn the material for an upcoming exam.
The Moses Bridge is not entirely a real bridge since he is sitting within the moat and allow people to cross the waters without being notice or getting wet. This incredible bridge was named after the biblical passage of Moses parting the Red Sea. It has now became an attraction for many people.
State credentialing agencies are beginning to recognize and respond to the contemporary professional development needs of principals in three key ways:
1) Most states require principals to renew their credentials through ongoing professional development activities like workshops or coursework.
2) About half of states provide mentoring for new principals, but most professional development is embedded with teacher training rather than being tailored specifically for principals.
3) State principal performance standards acknowledge the dual roles of management and instructional leadership, but agencies do not generally prescribe customized professional development to address the plurality of the principal's role.
The Mathematics Syllabus that has been adopted worldwideDavid Yeng
Primary level Mathematics by Singapore has been adopted worldwide, including more than 300,000 students in the United States. Singapore Mathematics is well-known for its Part & Whole model, which is unique to Singapore. Singaporean students are also known to achieve very level of proficiency in Mathematics, according to various International surveys (TIMSS, PISA).
At JA International Education, we are committed to bringing you the best education, easily implementable with low replacement costs, and can be used within US, UK, Australian, NZ education systems. Contact us to find out why and how.
The document provides information about literacy training service (LTS) as a component of the National Service Training Program (NSTP) in the Philippines. It discusses LTS's role in training students to teach literacy and numeracy skills to children and out-of-school youth. It also outlines key elements of effective lesson planning such as objectives, teaching strategies, and evaluation tools. Emergent literacy approaches are recommended, including developing print motivation, vocabulary, and phonological awareness. Suggested community outreach activities are talking, singing, reading, and writing activities to help children develop early literacy skills.
Week 1Hi my name is Gloria, I am sixty three years old, and I pl.docxmelbruce90096
Week 1
Hi my name is Gloria, I am sixty three years old, and I plan to graduate in October of 2016 with a Bachelor degree in Organization Manager. I have taken my entire course for my degree I am working on my elective course so I decided to take a minor in child hood development. I thought that it would be a good course since I have work with children all my life, raising ten children and only three from nature birth. I now work with Garland independent school district and come in contact with children every day. I community with people through knowledge, everyone come to me for advice, I listen to everyone problem and try to give the best advice possible and if I don’t have the answer we try to investigate and come up with the right one. I love helping people in any way that I could, planning on retiring from my job that I have been on for seventeen years with the school. After I retire if I have to go back to work I am leaning toward benign school counselor or an adviser working with children. That is if God allow me to do it.
Week 1 pt. 2
In the early childhood classroom, silence is not golden. Spoken words are opportunities for learning that should take place throughout the day - especially during conversations between children and between teachers and children.
Human language is a remarkable way to communicate. No other form of communication in the natural world transfers so much information in such a short period of time. It is even more remarkable that in three short years a child can hear, mimic, explore, practice, and finally, learn language.
Language learningthere is no genetic code that leads a child to speak English or Spanish or Japanese. Language is learned. We are born with the capacity to make 40 sounds and our genetics allows our brain to make associations between sounds and objects, actions, or ideas. The combination of these capabilities allows the creation of language. Sounds come to have meaning. The babbling sound "ma - ma - ma" of the infant becomes mama, and then mother. In the first years of life children listen, practice, and learn. The amusing sounds of a young toddler practicing language (in seemingly meaningless chatter) are really their modeling of the rhythm, tone, volume, and non-verbal expressions they see in us.
Language -with all of its magnificent complexity- is one of the greatest gifts we give our children. Yet, we so often treat our verbal communication with children in a casual way. It is a misconception that children learn language passively. Language acquisition is a product of active, repetitive, and complex learning. The child's brain is learning and changing more during language acquisition in the first six years of life than during any other cognitive ability he is working to acquire. How much easier this learning process can be for children when adults are active participants!
Adult’s help children learn language primarily by talking with them. It happen when a mother coos and ba.
This document summarizes key points from several presentations and workshops attended at a literacy conference. It discusses the importance of oral language, modeling reading strategies, adapting reading programs to meet student needs, intervention programs for struggling readers, the role of nutrition and behavior in learning, using games and technology to teach literacy, and tracking literacy development from early childhood to adulthood. Presenters emphasized explicit instruction in phonics, vocabulary, comprehension and other literacy skills.
The document provides an introduction to activity books created to support early childhood development. It discusses the importance of early childhood experiences and outlines the structure and content of the activity books. The activity books are thematically organized with activities focusing on developing foundational literacy and numeracy skills. They include songs, stories, games and art activities. The document emphasizes creating a fear-free environment and modifying activities to include all children.
This document discusses early language and literacy development in children. It begins by explaining how humans communicate through gestures, facial expressions, and sounds from birth. It then describes the process of learning oral language in the early years through listening, speaking, and using language in everyday situations without formal instruction. The document outlines typical language development milestones in infants and toddlers, from crying and cooing to using single words and simple sentences. It also discusses early literacy development, how children learn about reading and writing through play, and the importance of a print-rich environment. The document provides tips for activities to support language and literacy like flannelboard stories, group time, and setting up a language arts center.
This document discusses hammer teaching, an approach to literacy instruction that explicitly teaches phonics and allows students to move from fluency to comprehension quickly. It notes that SSP is one program based on hammer teaching principles that provides free resources, but that many programs can be effective if they incorporate systematic phonics instruction, differentiated teaching, and make learning fun. The document questions whether school leaders are making decisions that fail students and empower teachers, and provides resources for teachers and parents seeking effective literacy strategies.
This document provides information for early childhood educators on supporting children's development and preparation for school. It discusses the importance of creating a language-rich environment and developing children's literacy skills, including listening, speaking, reading, and writing. Specific activities are suggested to promote skills in each area, such as reading stories aloud, encouraging conversations, labeling items, and fine motor activities to develop pre-writing skills. The document emphasizes working with families and other professionals to understand children's individual needs and ensure a smooth transition to primary school.
The document summarizes key points from a literacy conference that the author attended. Some of the main topics covered in the conference included:
- The importance of oral language, vocabulary, and explicit teaching of reading skills to struggling readers.
- The Quick60 intervention program that teaches literacy skills in small groups. Research shows this program helps accelerate learning.
- How nutrition, behavior, and learning problems can impact students' ability to focus, and practical strategies teachers can use to help these students.
- Using games and interactive online programs to engage students and teach literacy and social skills.
This PPT will help us to know more about the comparison between young learners and adult learners. This PPT is created by Dwi Anggraeni, Maulida Swastuti, and Uun Kumala Sari.
The document discusses the key elements of curriculum: the learner (WHO), the content/subject matter (WHAT), and the process (HOW). It covers the different domains of child development that a curriculum should address, including emotional, physical, intellectual, and social development. It emphasizes that curriculum should be developmentally appropriate, focus on play, actively engage children, and respect individual and cultural differences.
The document provides information about the curriculum, programs, and procedures for New Gisborne Primary School's Prep (kindergarten) class. It outlines the school's values of respect, lifelong learning, responsibility and excellence. It describes the literacy, math, and integrated studies curriculum, as well as weekly specialist programs for art, music, physical education, and ICT. It provides details about reading, writing, spelling, and speaking and listening activities. It also outlines pick-up/drop-off procedures and the use of parent volunteers.
21st century literacy skills in elementary teachingethods and strategiesMarkAgustianDafal1
This document provides information about strategies for developing literacy skills. It discusses emergent literacy skills like exposure to books, pictures, letters, words, sounds and read aloud experiences. It describes the six basic strategies for developing literacy as phonemic awareness, phonics instruction, fluency instruction, vocabulary instruction, and comprehension instruction. For each strategy, it provides details on how to demonstrate or teach those skills. The document also discusses beginning reading skills, functional literacy, 21st century skills like student-led learning, inquiry-based learning, collaborative activities, higher order thinking skills activities and creative learning. It provides examples and strategies for implementing each of these skills in the classroom.
21st century literacy skills in elementary teachingethods and strategiesMarkAgustianDafal1
This document provides information about strategies for developing literacy skills. It discusses emergent literacy skills like exposure to books, pictures, letters, words, sounds and read aloud experiences. It describes the six basic strategies for developing literacy as phonemic awareness, phonics instruction, fluency instruction, vocabulary instruction, and comprehension instruction. For each strategy, it provides details on how to demonstrate or teach those skills. The document also discusses beginning reading skills, functional literacy, 21st century skills like student-led learning, inquiry-based learning, collaborative activities, higher order thinking skills activities and creative learning. It provides examples and strategies for implementing each of these skills in the classroom.
This document discusses types of exceptional students including those with attention deficit disorders, autism, speech/communication disorders, giftedness, hearing impairments, learning disabilities, mental retardation, and visual impairments. It provides brief descriptions of each type of exceptionality and strategies for teaching exceptional students inclusively, such as using assistive technology, facilitating participation, and having high expectations. The document emphasizes the importance of understanding each student and embracing diversity.
This document discusses speaking skills and how to improve them. It identifies several challenges with speaking a second language, including lack of subject matter knowledge, poor listening skills, limited vocabulary, anxiety, and domination by strong speakers in class. It provides tips for teachers, such as assigning students to present current events, displaying learning materials on bulletin boards, building rapport with students, and boosting confidence of weaker students. Regular practice, using dictionaries, socializing, and qualified teachers are also recommended for improving speaking abilities. Overall, the document emphasizes the importance of speaking skills and provides strategies for learners and teachers to enhance oral communication skills.
This document provides an introduction to speech, language, and communication difficulties. It discusses key terms like speech, language, communication and how delays differ from disorders. It outlines the impact difficulties can have in areas like literacy and social behaviors. Top tips are provided for supporting students with receptive language, expressive language, and pragmatic language challenges in the classroom. Examples of visual tools that can aid language development like mind maps and word webs are also presented.
This document provides information about speech, language, and communication needs (SLCN). It defines the roles of specialist speech and language therapists and teachers in supporting students with SLCN. It notes that approximately 10% of students have SLCN and 5-7% have them as a primary difficulty. The document discusses factors that can impact language development, both inside and outside of the child, and provides strategies teachers can use to support students with receptive language, expressive language, speech, and social language skills.
This document discusses teaching English to preschool and primary students. It argues that starting foreign language education at age 5 allows for enhanced cognitive development. Learning a new language at a young age helps improve memory, thinking, speech skills and pronunciation. The document outlines the content and goals of English education for preschoolers, which includes greetings, games, daily activities and holidays. It recommends techniques like direct instruction, showing and naming objects, and guessing games to engage students. Control and assessment of language skills is an important part of ensuring the educational goals are being met.
Chapter 1 introduces storytelling as an ancient art form that has been an integral part of human society. Chapter 2 discusses how storytelling can help children develop oral language skills and improve vocabulary, comprehension, and ability to analyze stories. Chapter 3 explains how teachers can effectively deliver storytelling to engage children and help them develop language mastery, critical thinking skills, and emotional intelligence. Teachers should choose age-appropriate stories, memorize them, use expression and gestures, include questions and pauses, use illustrations and props, maintain eye contact with children, and practice delivery.
ICE (Institute of Communicative English) is the pioneer institute in the field of Communicative English in schools and colleges. Over a period of time, after having taught in many schools and colleges has trained over thousands of students. ice (Institute of Communicative English) has established itself as an experienced, trusted, reputed, reliable, successful and the most preferred institute in the field of Communicative English. We provide quality education to students in schools and colleges through our unique and interactive techniques.
Similar to Language & Literacy Framework at Kindergarten Level - Singapore (20)
SIPYP: game-changer in International EducationDavid Yeng
Singapore International Primary Years Program, with curriculum and content in line with Singapore's Public Education Syllabus, is set to disrupt the International Education market with its entirely new and cost-effective implementation, to help international schools stay competitive and profitable, in addition to giving schools an competitive edge over the competitors
Singapore English Syllabus - Better than what you thinkDavid Yeng
In Singapore, we have a distinct reason to learn English. Although we are from Singapore, a Asian country, our proficiency in English is extremely high. In most non-English speaking systems or International Curriculum, English is used mainly for functional use (Read, Listen, Write, Speak). Singapore's English is much more than that. It is to be developed as a tool of thought, to respond, to critique, to analyse, etc...
SIPYP - Bringing world's best education system to youDavid Yeng
Education, especially to our young children, must be holistic and entertaining. Young children are at the stage whereby many different parts of their brain are developing. Thus, as educators, we must ensure that our children's brain are fully developed and giving a solid foundation as they grow up. Thus, education cannot be about Skills alone. Children must also develop knowledge, know the things around them, and give them sufficient knowledge about the world
Singapore GCE O Level Mathematics SyllabusDavid Yeng
The Singapore Mathematics is the world's best, adopted by thousands of schools around the world. It has been verified to be 2 years ahead of UK and US standards. However, it is also aligned to the UK system. Thus, you can be assured that when you use the Singapore Mathematics syllabus, your students will be more than prepared for the IGCSE!
The Singapore Primary Chinese Language Syllabus. Singapore's bilingual education is touted as one of the best and most successful in the world. Our SIPYP curriculum is designed based on this syllabus
The Singapore Science Curriculum (Primary)David Yeng
The Singapore Science Curriculum - One of the most advanced and holistic curriculum in the world. Our SIPYP curriculum content are based on this syllabus. Once again, this shows you why knowledge of cyclic process is equally important than knowing the cycle.
This is the English version of the previous upload I've made.
This is a brief view of what Janus Academy, a Singapore-based company, do. JAS wants to works with schools all around the world to give children an unrivalled headstart in life, by providing what PISA rated as "one of the best" education system in the world
Opportunities for children everywhere to receive quality educationDavid Yeng
This is a brief view of what Janus Academy, a Singapore-based company, do. JAS wants to works with schools all around the world to give children an unrivalled headstart in life, by providing what PISA rated as "one of the best" education system in the world
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
4. Acknowledgements
The Ministry of Education wishes to thank Dr Melinda Eng Wah Yound for her professional
guidance and invaluable advice.
We are grateful to the principals and teachers from the following kindergartens and
child care centres for their useful feedback and suggestions:
Kindergartens
Ar-Raudhah Mosque Kindergarten
Bethesda (Katong) Kindergarten
Jurong Calvary Kindergarten
PCF Bishan East (Block 144)
PCF Cheng San-Seletar (Block 435)
PCF Hong Kah North (Block 315-319)
PCF Kaki Bukit (Block 519-545)
PCF Pasir Ris West (Block 517-511)
PCF Taman Jurong (Block 352-355)
PCF Tampines West (Block 140-938)
St James’ Church Kindergarten (Harding)
Yio Chu Kang Chapel Kindergarten
We would also like to express our appreciation to the children, teachers and
principals of the following kindergartens and child care centre for their involvement
in the photographs taken for this volume:
Bethesda (Katong) Kindergarten
Kay Poh Road Baptist Kindergarten
PCF Little Wings Buona Vista Childcare Centre
PCF Pioneer (Block 654B)
PCF Tampines East (Block 261)
PCF Tampines West (Block 887)
Child Care Centres
Agape Little Uni
Cherie Hearts Corporate Pte Ltd
Ichiban (Yunnan) Childcare Centre
Modern Montessori International
Group (Sengkang)
MY World ® Child Care
NTUC First Campus Co-operative
Limited
Smart Kids Educare LLP
Star Learners Childcare Centre
Sunflower Child Care Group
5. Table of Contents
Introduction..........................................................................................................04
Chapter 1: Language and Literacy in the Early Years........................................ 05
Listening and speaking.................................................................................. 06
Reading.......................................................................................................... 07
Writing............................................................................................................. 11
Chapter 2: Learning Goals for Language and Literacy...................................... 17
Learning goal 1.............................................................................................. 18
Learning goal 2.............................................................................................. 20
Learning goal 3.............................................................................................. 22
Learning goal 4.............................................................................................. 27
Chapter 3: Strategies for Language and Literacy............................................... 31
Modelling....................................................................................................... 32
Reading aloud............................................................................................... 34
Teaching target vocabulary......................................................................... 38
Using songs, rhymes and finger plays........................................................... 39
Using functional role play.............................................................................. 41
Using language games................................................................................. 42
Shared writing................................................................................................ 43
Chapter 4: Organising the Learning Environment............................................... 47
Creating a print-rich environment................................................................ 48
Setting up learning centres to support language and literacy.................. 51
Chapter 5: Observation and Assessment............................................................ 59
Observing and documenting children’s learning....................................... 60
Examples of how observations are documented........................................ 64
Bibliography..........................................................................................................69