The document provides guidance for activities in Phase One of the Letters and Sounds phonics programme. It discusses seven aspects of developing children's listening skills and awareness of environmental sounds. Some key activities described include going on listening walks outdoors, playing a game called "Teddy is lost in the jungle" to guide a child by the sounds of singing, and a activity called "Mrs Browning has a box" where children listen to sounds from items in a hidden box and guess what each item is. The document emphasizes developing children's vocabulary around sounds and their ability to recall and describe different sounds they hear.
A new experience teaching phonemic awareness202645
This document provides an overview of a teacher's action research project on improving their instruction of phonemic awareness to young children. It describes the teacher's previous unsuccessful methods of teaching phonemic awareness through listening games and sound recording activities. Many children, including three focal students, showed a lack of interest and engagement in these activities. The teacher realized their own teaching needed to change to better develop the students' ability to perceive and manipulate sounds in words. The purpose of the study is to examine challenges for English language learners in developing phonemic awareness and to find more effective teaching strategies.
The document discusses cognitive development in early childhood from ages 2 to 6. It covers Piaget and Vygotsky's theories on children's cognitive development, including Piaget's stages of preoperational thinking and obstacles to logical operations. Vygotsky's theory emphasized social learning and the zone of proximal development. The document also discusses language development milestones in early childhood and theories on children's understanding of beliefs versus reality.
Fostering early language and literacy development in infants is important for future learning. While infants are not born knowing language, they are born with the ability to communicate and acquire language through meaningful interactions with caregivers from birth. Describing daily activities, telling stories, singing songs, asking questions and sharing books can help infants develop important pre-reading skills and lay the foundation for literacy. Engaging infants in dialogue and providing new experiences supports language development and emergent literacy skills that benefit children as they grow.
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.
Literacy Activities For Families with Young ChildrenRebecca White
This document summarizes a training for Even Start program professionals on literacy activities for families with young children. It discusses the importance of family literacy programs in closing the 30 million word gap that exists for children from lower-income families by age 3. It presents three resources for family literacy - Character Critters, a character education program; Family Storyteller, which uses children's books to teach parents reading techniques; and Let's Read Together, an early literacy curriculum. The training encourages professionals to utilize these resources to help parents develop their children's literacy.
This document discusses oral language and its importance. It defines oral language as having 5 key components: phonology, syntax, morphology, pragmatics, and vocabulary. Developing strong oral language skills is the foundation for literacy and academic success as it allows children to become better readers, communicators, and improves their confidence and well-being. The document also notes that oral language impacts all areas of a child's life and that reduced oral language competence can lead to mental health issues. Finally, it mentions that there are principles for creating a high-quality language environment at home but does not list them.
This document discusses bilingualism in preschool children and strategies for teachers. It defines different types of bilingualism like simultaneous and successive. It also outlines stages of second language acquisition such as the observational period and telegraphic speech. The document recommends practices for teachers at each stage, including expanding on children's language. It emphasizes the importance of early literacy experiences in both the home language and English to support children's development in both languages.
A new experience teaching phonemic awareness202645
This document provides an overview of a teacher's action research project on improving their instruction of phonemic awareness to young children. It describes the teacher's previous unsuccessful methods of teaching phonemic awareness through listening games and sound recording activities. Many children, including three focal students, showed a lack of interest and engagement in these activities. The teacher realized their own teaching needed to change to better develop the students' ability to perceive and manipulate sounds in words. The purpose of the study is to examine challenges for English language learners in developing phonemic awareness and to find more effective teaching strategies.
The document discusses cognitive development in early childhood from ages 2 to 6. It covers Piaget and Vygotsky's theories on children's cognitive development, including Piaget's stages of preoperational thinking and obstacles to logical operations. Vygotsky's theory emphasized social learning and the zone of proximal development. The document also discusses language development milestones in early childhood and theories on children's understanding of beliefs versus reality.
Fostering early language and literacy development in infants is important for future learning. While infants are not born knowing language, they are born with the ability to communicate and acquire language through meaningful interactions with caregivers from birth. Describing daily activities, telling stories, singing songs, asking questions and sharing books can help infants develop important pre-reading skills and lay the foundation for literacy. Engaging infants in dialogue and providing new experiences supports language development and emergent literacy skills that benefit children as they grow.
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.
Literacy Activities For Families with Young ChildrenRebecca White
This document summarizes a training for Even Start program professionals on literacy activities for families with young children. It discusses the importance of family literacy programs in closing the 30 million word gap that exists for children from lower-income families by age 3. It presents three resources for family literacy - Character Critters, a character education program; Family Storyteller, which uses children's books to teach parents reading techniques; and Let's Read Together, an early literacy curriculum. The training encourages professionals to utilize these resources to help parents develop their children's literacy.
This document discusses oral language and its importance. It defines oral language as having 5 key components: phonology, syntax, morphology, pragmatics, and vocabulary. Developing strong oral language skills is the foundation for literacy and academic success as it allows children to become better readers, communicators, and improves their confidence and well-being. The document also notes that oral language impacts all areas of a child's life and that reduced oral language competence can lead to mental health issues. Finally, it mentions that there are principles for creating a high-quality language environment at home but does not list them.
This document discusses bilingualism in preschool children and strategies for teachers. It defines different types of bilingualism like simultaneous and successive. It also outlines stages of second language acquisition such as the observational period and telegraphic speech. The document recommends practices for teachers at each stage, including expanding on children's language. It emphasizes the importance of early literacy experiences in both the home language and English to support children's development in both languages.
This research proposal aims to describe the researcher's experience teaching pronunciation to English as a foreign language (EFL) children. The researcher will analyze current theoretical and methodological approaches to teaching pronunciation to EFL children and compare them to their own experience. The objectives are to describe the researcher's teaching experience, analyze approaches to teaching pronunciation to EFL children, compare the researcher's experience to current approaches, and analyze the benefits of teaching pronunciation to EFL children. The proposal includes sections on the abstract, introduction, rationale, objectives, literature review, and methodology.
The document discusses phonemic awareness and its importance for early literacy development. It defines phonemic awareness as the ability to identify and manipulate individual sounds in spoken language. The document also discusses how letter recognition and alphabet knowledge are important precursors to reading. Finally, it addresses strategies for supporting English language learners and students struggling with phonemic awareness and alphabet skills.
1) The document outlines the daily lesson format and activities for a phonics program called Speech Sound Pics (SSP) for students in Prep (equivalent to kindergarten).
2) The daily schedule includes a morning routine, table activities focused on phonics skills, floor activities, and group lessons covering spelling, sound-picture recognition, decoding, and reading.
3) The SSP approach uses sound-picture cards and visual prompts to explicitly teach phonics segmentation, encoding, and decoding skills in a scaffolded manner to prepare students to read independently by the end of their first year of school.
The document outlines the philosophy and approach to early childhood education at the AS Early Childhood Education Center, which views children as innately curious learners best supported through collaborative learning communities. The center aims to ensure children's growth across all developmental domains in a safe, nurturing environment centered around families. Specific policies guide language usage, teaching styles, and the development of pre-k skills like phonological awareness.
1. The document discusses phonics instruction and the findings of the National Reading Panel's report on phonics. The panel found that systematic phonics instruction significantly improves students' reading abilities.
2. Good phonics instruction includes developing an understanding of the alphabetic principle, phonological awareness, providing thorough letter instruction, and leading to automatic word recognition. It should be part of a balanced reading program.
3. Past research studies have found that explicit, systematic phonics instruction outperforms other approaches and benefits students, especially those at risk for reading difficulties.
Preschool Children With Special Needs:communication and language developmentArianny Calcagno
Preschool Children With Special Needs:communication and language development.Presented by:
Gloria Rodriguez * Yessenia Rosario
* Phil Cabasino * Arianny Savinon * Renuka Persaud
- Language development is the process by which children learn to understand and use language from birth through early childhood. It involves two main components: receptive language (comprehension) and expressive language (speech).
- Infants begin by distinguishing speech sounds and perceiving words through mechanisms like stress patterns. Around their first birthday, they start speaking their first words and combining words.
- Between 18-24 months, children experience a "naming explosion" where their vocabulary grows rapidly through fast mapping skills and cognitive development helps link words to meanings. They also start using basic grammatical constructions.
- The development of language involves both innate and learned abilities. Children learn through interacting with caregivers, imitating speech, and picking up
Language development in early childhood period shivasingh144
Language development is a critical part of child development from ages 2-6 as it allows children to communicate, express themselves, and develop relationships. Children begin developing language from birth through cries and later learn words and sentences. Healthy language development has many benefits and is important for children's cognitive development and ability to socially interact. Parents can support language development through reading, telling stories, singing songs, and engaging in conversations with their children.
Communication and Language Development in ChildrenMichelleDempster
Communication develops through stages from birth. Children have different conversational styles like sociable, reluctant, own agenda, and passive based on personality and interactions. Language develops through 6 stages from discoverer to later sentence user as children's vocabulary and grammar skills grow. Factors like hearing, neurological issues, brain injury, disabilities, or physical impairments can affect speech and language development. Understanding a child's communication style and stage helps caregivers best support their development.
This document discusses communication abilities and disorders. It outlines two main categories of communication disorders: speech disorders related to voice, articulation, and fluency, and language disorders related to comprehension and use of spoken or written words. It then provides details on evaluating communication skills, types of speech and language delays, the importance of early intervention, roles of professionals, and methods that encourage versus discourage language development.
Talk to Learn is an oral language intervention program aimed at improving students' vocabulary, grammatical skills, and classroom participation. It involves small group sessions with approximately 5 students that meet for 30 minutes, 4-5 times per week. Each session focuses on one of 20 themes and includes greeting, naming, listening, storytelling, and other interactive activities centered around key vocabulary words. Research shows that oral language programs help students make greater progress in language skills, read better, and continue improving even after the intervention ends. The Talk to Learn structure is designed to align with New Zealand curriculum goals and support at-risk students.
Chapter 2 listening text and listening strategiesJessie SK
The document provides information on strategies for teaching listening skills. It begins by defining listening strategies as conscious activities that help students comprehend, recall, and remember information. It then categorizes strategies as cognitive, metacognitive, or socio-affective. Some example strategies discussed include using prior knowledge to predict content, monitoring comprehension while listening, taking notes on key details, and focusing on salient points while ignoring irrelevant information. The document also provides suggestions for how teachers can introduce various strategies to students and recommends when during the listening process strategies should be taught.
Between ages 2-6, children's vocabulary grows enormously from 200 words to 10,000 words. During this period, children learn new words through fast mapping and contrasting new words with words they already know. They also start making guesses about meanings and developing biases like mutual exclusivity around ages 2-3. Adults play an important role by recasting language, expanding on what children say, listening attentively, and encouraging further discussion. By ages 3-4, children's grammar develops to include simple sentences following subject-verb-object order and mastery of basic rules and structures, though questions and agreement may still vary. Language acquisition is supported through conversations, reading books, and outings that stimulate learning.
This document provides a template for a cumulative course assessment product (CCAP) focusing on developing plans for teaching phonemic awareness in the classroom. It includes sections for general classroom information, reflections on readings, assessments of student phonemic awareness skills, analysis of assessment results, instructional strategies, standards addressed, and examples of phonemic awareness activities. The CCAP requires developing plans for phonemic awareness instruction, assessment, and at least one example of a student assessment and analysis. It is due at the end of a six-session course and will be reviewed by the course facilitator.
This document discusses factors that affect pronunciation learning for English language learners. It identifies several linguistic, individual, and instructional factors. Linguistic factors include differences between a learner's native language and English, such as differences in phonemes, stress, and articulation of sounds. Individual factors include age of learning, amount of exposure/immersion in an English-speaking environment, phonetic ability, attitude, motivation, and classroom atmosphere. Instructional factors include prior instruction, teachers' experience and materials, focus of curriculum, class size, and methodology used. The document provides examples and research supporting the influence of these various factors on pronunciation acquisition.
The document provides a checklist of typical language development milestones from birth to 4 years old. It outlines skills in understanding and producing language at various stages, starting with turning towards sounds at birth and advancing to repeating sentences and using pronouns between ages 3-4. The document notes that at ages 3-4, children start repeating what they hear, so parents should be mindful of what they say around children.
ROLE OF LANGUAGE IN CHILDREN’S INTELLECTUAL DEVELOPMENT AND LEARNING YasinKhan62
Introduction
Language is the ability to communicate with others. There are significant
differences between the understanding of language and speech. Language includes
all forms of communication, whether expressed orally, written, used signs, gestures,
or facial expressions. While the speech is a spoken language that is the most
effective form of communication and considered most important and widely used.
Language development increases through the growth of the children.
Parents should always pay attention to these developments, since it will determine
the learning process. This can be done by giving a good example to motivate
children to learn and so forth. Parents are greatly responsible for the success of
children’ learning and should always strive to improve children's potential in order
to develop optimally.
Language is any form of communication in which a person's thoughts and
feelings symbolized in order to convey meaning to others. Furthermore, language
development starts from the first cry until a child is able to speak a word.
This research proposal aims to describe the researcher's experience teaching pronunciation to English as a foreign language (EFL) children. The researcher will analyze current theoretical and methodological approaches to teaching pronunciation to EFL children and compare them to their own experience. The objectives are to describe the researcher's teaching experience, analyze approaches to teaching pronunciation to EFL children, compare the researcher's experience to current approaches, and analyze the benefits of teaching pronunciation to EFL children. The proposal includes sections on the abstract, introduction, rationale, objectives, literature review, and methodology.
The document discusses phonemic awareness and its importance for early literacy development. It defines phonemic awareness as the ability to identify and manipulate individual sounds in spoken language. The document also discusses how letter recognition and alphabet knowledge are important precursors to reading. Finally, it addresses strategies for supporting English language learners and students struggling with phonemic awareness and alphabet skills.
1) The document outlines the daily lesson format and activities for a phonics program called Speech Sound Pics (SSP) for students in Prep (equivalent to kindergarten).
2) The daily schedule includes a morning routine, table activities focused on phonics skills, floor activities, and group lessons covering spelling, sound-picture recognition, decoding, and reading.
3) The SSP approach uses sound-picture cards and visual prompts to explicitly teach phonics segmentation, encoding, and decoding skills in a scaffolded manner to prepare students to read independently by the end of their first year of school.
The document outlines the philosophy and approach to early childhood education at the AS Early Childhood Education Center, which views children as innately curious learners best supported through collaborative learning communities. The center aims to ensure children's growth across all developmental domains in a safe, nurturing environment centered around families. Specific policies guide language usage, teaching styles, and the development of pre-k skills like phonological awareness.
1. The document discusses phonics instruction and the findings of the National Reading Panel's report on phonics. The panel found that systematic phonics instruction significantly improves students' reading abilities.
2. Good phonics instruction includes developing an understanding of the alphabetic principle, phonological awareness, providing thorough letter instruction, and leading to automatic word recognition. It should be part of a balanced reading program.
3. Past research studies have found that explicit, systematic phonics instruction outperforms other approaches and benefits students, especially those at risk for reading difficulties.
Preschool Children With Special Needs:communication and language developmentArianny Calcagno
Preschool Children With Special Needs:communication and language development.Presented by:
Gloria Rodriguez * Yessenia Rosario
* Phil Cabasino * Arianny Savinon * Renuka Persaud
- Language development is the process by which children learn to understand and use language from birth through early childhood. It involves two main components: receptive language (comprehension) and expressive language (speech).
- Infants begin by distinguishing speech sounds and perceiving words through mechanisms like stress patterns. Around their first birthday, they start speaking their first words and combining words.
- Between 18-24 months, children experience a "naming explosion" where their vocabulary grows rapidly through fast mapping skills and cognitive development helps link words to meanings. They also start using basic grammatical constructions.
- The development of language involves both innate and learned abilities. Children learn through interacting with caregivers, imitating speech, and picking up
Language development in early childhood period shivasingh144
Language development is a critical part of child development from ages 2-6 as it allows children to communicate, express themselves, and develop relationships. Children begin developing language from birth through cries and later learn words and sentences. Healthy language development has many benefits and is important for children's cognitive development and ability to socially interact. Parents can support language development through reading, telling stories, singing songs, and engaging in conversations with their children.
Communication and Language Development in ChildrenMichelleDempster
Communication develops through stages from birth. Children have different conversational styles like sociable, reluctant, own agenda, and passive based on personality and interactions. Language develops through 6 stages from discoverer to later sentence user as children's vocabulary and grammar skills grow. Factors like hearing, neurological issues, brain injury, disabilities, or physical impairments can affect speech and language development. Understanding a child's communication style and stage helps caregivers best support their development.
This document discusses communication abilities and disorders. It outlines two main categories of communication disorders: speech disorders related to voice, articulation, and fluency, and language disorders related to comprehension and use of spoken or written words. It then provides details on evaluating communication skills, types of speech and language delays, the importance of early intervention, roles of professionals, and methods that encourage versus discourage language development.
Talk to Learn is an oral language intervention program aimed at improving students' vocabulary, grammatical skills, and classroom participation. It involves small group sessions with approximately 5 students that meet for 30 minutes, 4-5 times per week. Each session focuses on one of 20 themes and includes greeting, naming, listening, storytelling, and other interactive activities centered around key vocabulary words. Research shows that oral language programs help students make greater progress in language skills, read better, and continue improving even after the intervention ends. The Talk to Learn structure is designed to align with New Zealand curriculum goals and support at-risk students.
Chapter 2 listening text and listening strategiesJessie SK
The document provides information on strategies for teaching listening skills. It begins by defining listening strategies as conscious activities that help students comprehend, recall, and remember information. It then categorizes strategies as cognitive, metacognitive, or socio-affective. Some example strategies discussed include using prior knowledge to predict content, monitoring comprehension while listening, taking notes on key details, and focusing on salient points while ignoring irrelevant information. The document also provides suggestions for how teachers can introduce various strategies to students and recommends when during the listening process strategies should be taught.
Between ages 2-6, children's vocabulary grows enormously from 200 words to 10,000 words. During this period, children learn new words through fast mapping and contrasting new words with words they already know. They also start making guesses about meanings and developing biases like mutual exclusivity around ages 2-3. Adults play an important role by recasting language, expanding on what children say, listening attentively, and encouraging further discussion. By ages 3-4, children's grammar develops to include simple sentences following subject-verb-object order and mastery of basic rules and structures, though questions and agreement may still vary. Language acquisition is supported through conversations, reading books, and outings that stimulate learning.
This document provides a template for a cumulative course assessment product (CCAP) focusing on developing plans for teaching phonemic awareness in the classroom. It includes sections for general classroom information, reflections on readings, assessments of student phonemic awareness skills, analysis of assessment results, instructional strategies, standards addressed, and examples of phonemic awareness activities. The CCAP requires developing plans for phonemic awareness instruction, assessment, and at least one example of a student assessment and analysis. It is due at the end of a six-session course and will be reviewed by the course facilitator.
This document discusses factors that affect pronunciation learning for English language learners. It identifies several linguistic, individual, and instructional factors. Linguistic factors include differences between a learner's native language and English, such as differences in phonemes, stress, and articulation of sounds. Individual factors include age of learning, amount of exposure/immersion in an English-speaking environment, phonetic ability, attitude, motivation, and classroom atmosphere. Instructional factors include prior instruction, teachers' experience and materials, focus of curriculum, class size, and methodology used. The document provides examples and research supporting the influence of these various factors on pronunciation acquisition.
The document provides a checklist of typical language development milestones from birth to 4 years old. It outlines skills in understanding and producing language at various stages, starting with turning towards sounds at birth and advancing to repeating sentences and using pronouns between ages 3-4. The document notes that at ages 3-4, children start repeating what they hear, so parents should be mindful of what they say around children.
ROLE OF LANGUAGE IN CHILDREN’S INTELLECTUAL DEVELOPMENT AND LEARNING YasinKhan62
Introduction
Language is the ability to communicate with others. There are significant
differences between the understanding of language and speech. Language includes
all forms of communication, whether expressed orally, written, used signs, gestures,
or facial expressions. While the speech is a spoken language that is the most
effective form of communication and considered most important and widely used.
Language development increases through the growth of the children.
Parents should always pay attention to these developments, since it will determine
the learning process. This can be done by giving a good example to motivate
children to learn and so forth. Parents are greatly responsible for the success of
children’ learning and should always strive to improve children's potential in order
to develop optimally.
Language is any form of communication in which a person's thoughts and
feelings symbolized in order to convey meaning to others. Furthermore, language
development starts from the first cry until a child is able to speak a word.
This document provides an overview of a professional development session on reading instruction. It discusses key topics like phonological awareness, phonemic awareness, the alphabetic principle, and characteristics of good versus struggling readers. The session reflects on implications for instruction and priorities for ensuring reading success for all students. Participants are asked to prepare an activity teaching phonological awareness to share in the next class.
This document provides an overview of a professional development session on reading instruction. It discusses key topics like phonological awareness, phonemic awareness, the alphabetic principle, and characteristics of good versus struggling readers. The session reflects on implications for instruction and priorities for ensuring reading success for all students. Participants are asked to prepare an activity teaching phonological awareness to share in the next class.
This document provides an overview of a professional development session on reading instruction. It discusses key topics like phonological awareness, phonemic awareness, the alphabetic principle, and characteristics of good versus struggling readers. The session reflects on implications for instruction and priorities for ensuring reading success for all students. Participants are asked to prepare a phonological awareness activity to teach or demonstrate for the next class.
This document provides an overview of a professional development session on reading instruction. It discusses key topics like phonological awareness, phonemic awareness, the alphabetic principle, and characteristics of good versus struggling readers. The session reflects on implications for instruction and priorities for ensuring reading success for all students. Participants are asked to prepare a phonological awareness activity to teach or demonstrate for the next class.
The document discusses research on effective literacy pedagogy for children aged 3-8. It summarizes findings from several reports that oral language enhancement, shared reading, phonemic awareness instruction, systematic phonics instruction, fluency building, vocabulary instruction, and comprehension strategy instruction can improve literacy outcomes. It also emphasizes the importance of motivation, engagement, and partnerships between teachers, parents, and the community to support literacy development in early childhood.
This document provides a teaching framework for instructing students with dyslexia in English language. It discusses key aspects to consider like the language components, characteristics of dyslexia, theories of language learning, and strategies to use. Specific techniques mentioned include using pictures, response to intervention with multi-tiered instruction, shaping behaviors, and cueing. A variety of hands-on activities are suggested to engage multiple learning styles like audio books, clay models, note cards, and sand trays. The framework aims to support an individualized approach based on theories of behaviorism, critical period, and socio-cultural influences.
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.
1. The document discusses the teacher's role in helping students improve their pronunciation of English. It emphasizes providing feedback, building awareness of pronunciation, and establishing priorities to focus on the areas that most impact intelligibility.
2. It recommends techniques like using the International Phonetic Alphabet, minimal pairs, contrastive analysis between the first language and English, and regular practice of sounds through activities like tongue twisters and reading aloud.
3. The goal of pronunciation teaching is to move students from conscious to automatic performance of sounds and to focus on intelligibility rather than perfection. Teachers should use student models and varied techniques tailored to individual needs.
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.
The document discusses research on oral language development and its importance for reading comprehension. It finds that oral language skills like vocabulary knowledge equip children for reading success. It recommends teachers provide opportunities for students to engage in conversations to develop these skills from an early age. The document also provides strategies for teachers to enhance oral language in the classroom, such as think-pair-share activities, read alouds, and discussions. Teachers are encouraged to use these practices as part of a balanced literacy approach.
Estimados usuarios. Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com, Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio. Rectoría, Universidad Magister. – 2016.
- Teaching English to young learners has become popular globally due to factors like globalization, economic benefits, and beliefs that younger children learn languages more easily.
- There are important considerations for introducing early foreign language learning programs, including ensuring teachers have appropriate training, sufficient time and resources are provided, and continuity between primary and secondary education.
- When teaching English to young learners, the goals include psychological, linguistic, and cultural preparation - such as developing language awareness, basic communication skills, and intercultural understanding.
The document discusses the teacher's role in helping students improve their pronunciation. It provides several techniques teachers can use, including:
1. Helping students practice sounds by listening and repeating, using the International Phonetic Alphabet as a reference.
2. Providing feedback to students on their pronunciation through quizzes and tests.
3. Planning a variety of pronunciation activities like contrasting minimal pairs, reading aloud, and imitating models.
4. Prioritizing the areas of pronunciation that most impact intelligibility and finding ways to support all students.
The document discusses effective strategies for teaching English vocabulary. It outlines ideas from three researchers - Michael Lewis, Solange Moras, and Paul Nation. Lewis' Lexical Approach emphasizes teaching vocabulary through meaningful phrases and chunks rather than individual words. Moras discusses using mental linkages and review to transfer words from short-term to long-term memory. Nation proposes 10 best ideas for teaching vocabulary, including using the four strands of meaning-focused input/output and language-focused learning, extensive reading, guessing from context, and encouraging learner autonomy. The document emphasizes that vocabulary learning is fundamental for students and teachers should use a variety of strategies, authentic materials, and encourage practice and repetition to help students acquire new words effectively.
This document discusses effective methods for teaching English vocabulary. It summarizes the views of three researchers - Michael Lewis, Solange Moras, and Paul Nation. Lewis emphasizes the importance of teaching vocabulary in meaningful chunks rather than individual words. Moras explains that vocabulary should be taught through mental associations to transfer words from short-term to long-term memory. Nation outlines ten best ideas for teaching vocabulary, including using the four strands of meaningful input/output and language-focused learning, implementing extensive reading programs, and training students to use vocabulary cards and context clues.
Cameron, Lynne.ppt chapter 1 children learning a foreign languageAliciaGimenez16
Children learn foreign languages differently than adults for several reasons. They are more enthusiastic, want to please teachers, and lack inhibitions. However, they also lose interest more quickly and are less able to self-motivate. According to Piaget, children are active learners who construct knowledge through their interactions with the environment. Vygotsky argued that language and social interaction are essential to children's cognitive development. Teachers can help children learn by scaffolding instruction through routines, modeling, and breaking tasks into steps. Starting foreign language education at a young age may help because children's brains are still developing the mechanisms for language acquisition.
- Pronunciation teaching is most effective when it incorporates connected speech practice rather than isolated sounds. Teachers should apply pronunciation rules to authentic activities rather than abstract material.
- Developing speaking skills requires extensive language exposure, cultural understanding, and meaningful interactive practice such as information gap activities where students ask each other questions.
- Teachers should maximize student talking time, provide feedback without interrupting fluency, and create a low-pressure environment where all students can regularly participate.
Similar to Letters and sounds_-_dfes-00281-2007 (20)
Este documento presenta un protocolo de evaluación de la deglución en adultos que integra herramientas validadas como la historia clínica, EAT-10, MBGR y MECV-V. El objetivo es elaborar un protocolo de bajo costo que permita un diagnóstico oportuno de disfagia. La disfagia es común en adultos mayores y trae riesgos como desnutrición; por lo que es importante su detección temprana para iniciar tratamiento. El protocolo integra instrumentos con alta sensibilidad y especificidad para
Este documento presenta una guía de nutrición para personas con disfagia. Brevemente resume los conceptos clave sobre disfagia, incluyendo las diferentes causas y etapas de la deglución. Además, ofrece recomendaciones dietéticas y ejemplos de menús semanales adaptados a pacientes con disfagia de diferentes grados, con el objetivo de mejorar su alimentación y reeducar la deglución de manera segura y nutritiva.
Este documento presenta un protocolo de evaluación de la motricidad orofacial que incluye una sección de anamnesis para recopilar datos personales e historial médico del paciente, así como una sección de examen clínico extraoral e intraoral para evaluar la postura, simetría facial, articulación temporomandibular y movilidad de estructuras como los labios, lengua y músculos. El objetivo es realizar una evaluación completa de la motricidad orofacial del paciente para diagnosticar cualquier disfunción.
El documento presenta una serie de instrucciones para hacer clic en dibujos que comienzan con las letras del alfabeto, mostrando cada letra del alfabeto de la A a la U de forma incremental, agregando cada vez más de la letra indicada.
Este documento breve señala tres cosas: lo que sirve para algo, lo que se pone en algún lugar, y algún objeto o concepto. En resumen, identifica tres elementos brevemente sin proporcionar detalles adicionales.
How to Make a Field Mandatory in Odoo 17Celine George
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.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
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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.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
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This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
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.
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.