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This lesson plan teaches students how to maintain a conversation. The teacher will use a Prezi presentation to model greeting someone, asking an open-ended question, asking a follow-up question, and making a comment. Students will then practice these skills by filming themselves greeting a peer, asking two follow-up questions using prompt cards, and making a comment in small groups. Finally, students will evaluate videos of each other's conversations. The goal is for students to learn conversation skills like greeting, questioning, and commenting to interact with others.
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BAC
This lesson plan teaches students how to start a conversation. The lesson will:
1) Model appropriate greetings like "Hi" or "Hello" and questions to ask like about interests, past experiences, or present situations.
2) Have students practice greeting peers and asking 1-2 follow up questions on video.
3) Conclude with students evaluating each other's videos and summarizing what they learned about greetings and conversation starters.
1 faces and emotions2
This document outlines a lesson plan on identifying emotions and facial expressions. The lesson will have students watch a video identifying different emotions, such as happy, sad, and angry, and the facial cues that indicate each emotion. Students will then work in groups to identify emotions in images and explain why they believe the person is feeling that way. The lesson aims to help students recognize emotions to develop social skills for making and keeping friends.
Tkt Unit 13
This document discusses learner characteristics that influence how students learn a new language. It identifies differences between learners in terms of motivation, personality, language level, and learning style. Learning styles are described as visual, auditory, kinesthetic, group-oriented, individual, reflective, or impulsive. The document also discusses learning strategies, maturity levels of children, teenagers and adults, and the impact of past language learning experiences. Teachers should be aware of learner characteristics but cannot meet the needs of every student individually.
Tkt m1 11 12-13
This document discusses various topics related to language learning, including the role of errors, differences between first (L1) and second (L2) language acquisition, learner characteristics, and learning styles. It notes that errors are an unavoidable and necessary part of the language learning process. It also highlights several key differences between L1 and L2 learning, such as age of acquisition, motivation, and environment. The document provides examples of learning styles, strategies, and how learner characteristics can influence the learning process. Teachers are advised to consider individual learner needs and adapt their teaching accordingly.
Administering The QRI4 Reading Inventory
This document summarizes the administration and scoring of the Qualitative Reading Inventory (QRI), including:
1) The main purposes of administering passages are to determine a student's independent, instructional, and frustration levels for word identification and comprehension.
2) Assessment options include evaluating prior knowledge, oral reading miscue analysis, comprehension through recall and look-backs, and think-alouds.
3) General guidelines are provided for administering passages, including instructions to students and selecting appropriate passages.
Gia4 4ta use rubric english
USE OF RUBRICS IN AN EDO “FACE TO FACE” SESSION
Jornada Escolar Completa - Inglés
Dirección de Educación Secundaria
Workshop objectives
To know about the concept about rubrics and the benefits of using them for teachers and students.
To exemplify with the use of the rubrics in the assesss of speaking and writing activities in EDO sessions.
Special considerations in listening and speaking (GROUP3)
GROUP #3
1. Special considerations in listening
1) A variety of teaching resources in listening
2) Various environment for listening
3) Offering various testing methods
2. Special considerations in speaking
1) Offering comfortable learning environment
2) Reinforcing student-centered instruction
3) Focusing on communicative competency
4) Having confidence in teaching
Reading interventions2
The document discusses interventions for struggling readers. It recommends a 3-step process: 1) Diagnose needs through assessments, 2) Prepare targeted materials, 3) Implement interventions including classroom support, small group instruction, and a reading lab program. The reading lab uses the Carbo Method of repeated readings of recorded books above students' levels to improve fluency, comprehension and motivation. Vocabulary development strategies include using sophisticated words, graphic organizers, and self-checking cards.
Recommended
BAC
This lesson plan teaches students how to start a conversation. The lesson will:
1) Model appropriate greetings like "Hi" or "Hello" and questions to ask like about interests, past experiences, or present situations.
2) Have students practice greeting peers and asking 1-2 follow up questions on video.
3) Conclude with students evaluating each other's videos and summarizing what they learned about greetings and conversation starters.
1 faces and emotions2
This document outlines a lesson plan on identifying emotions and facial expressions. The lesson will have students watch a video identifying different emotions, such as happy, sad, and angry, and the facial cues that indicate each emotion. Students will then work in groups to identify emotions in images and explain why they believe the person is feeling that way. The lesson aims to help students recognize emotions to develop social skills for making and keeping friends.
Tkt Unit 13
This document discusses learner characteristics that influence how students learn a new language. It identifies differences between learners in terms of motivation, personality, language level, and learning style. Learning styles are described as visual, auditory, kinesthetic, group-oriented, individual, reflective, or impulsive. The document also discusses learning strategies, maturity levels of children, teenagers and adults, and the impact of past language learning experiences. Teachers should be aware of learner characteristics but cannot meet the needs of every student individually.
Tkt m1 11 12-13
This document discusses various topics related to language learning, including the role of errors, differences between first (L1) and second (L2) language acquisition, learner characteristics, and learning styles. It notes that errors are an unavoidable and necessary part of the language learning process. It also highlights several key differences between L1 and L2 learning, such as age of acquisition, motivation, and environment. The document provides examples of learning styles, strategies, and how learner characteristics can influence the learning process. Teachers are advised to consider individual learner needs and adapt their teaching accordingly.
Administering The QRI4 Reading Inventory
This document summarizes the administration and scoring of the Qualitative Reading Inventory (QRI), including:
1) The main purposes of administering passages are to determine a student's independent, instructional, and frustration levels for word identification and comprehension.
2) Assessment options include evaluating prior knowledge, oral reading miscue analysis, comprehension through recall and look-backs, and think-alouds.
3) General guidelines are provided for administering passages, including instructions to students and selecting appropriate passages.
Gia4 4ta use rubric english
USE OF RUBRICS IN AN EDO “FACE TO FACE” SESSION
Jornada Escolar Completa - Inglés
Dirección de Educación Secundaria
Workshop objectives
To know about the concept about rubrics and the benefits of using them for teachers and students.
To exemplify with the use of the rubrics in the assesss of speaking and writing activities in EDO sessions.
Special considerations in listening and speaking (GROUP3)
GROUP #3
1. Special considerations in listening
1) A variety of teaching resources in listening
2) Various environment for listening
3) Offering various testing methods
2. Special considerations in speaking
1) Offering comfortable learning environment
2) Reinforcing student-centered instruction
3) Focusing on communicative competency
4) Having confidence in teaching
Reading interventions2
The document discusses interventions for struggling readers. It recommends a 3-step process: 1) Diagnose needs through assessments, 2) Prepare targeted materials, 3) Implement interventions including classroom support, small group instruction, and a reading lab program. The reading lab uses the Carbo Method of repeated readings of recorded books above students' levels to improve fluency, comprehension and motivation. Vocabulary development strategies include using sophisticated words, graphic organizers, and self-checking cards.
Reading inventory
The document outlines the process for administering an Informal Reading Inventory (IRI) to assess a student's reading ability and comprehension. The IRI is used to determine independent, instructional, and frustration reading levels without time limits or comparisons to norms. It involves administering word lists and passages orally and silently at increasing levels of difficulty until criteria are met. Analysis of results identifies the student's capacity level and areas for improvement to guide individualized reading instruction.
Lesson 6
This document provides guidance for tutors on conducting reading sessions with tutees. It recommends that tutors ask questions from the story during the first reading and help the tutee find answers in the text if needed. For the second reading, the tutor should remind the tutee they will retell the story and answer questions. When retelling, the tutor should model retelling for the tutee while asking questions, and gradually have the tutee take on more of the retelling details over multiple sessions. Suggested retelling questions focus on the main character and sequence of events. Tutors are advised to allow time for the tutee to respond before providing answers.
The Informal Reading Inventory
The document discusses the Informal Reading Inventory (IRI), which is an assessment tool used to evaluate students' reading abilities. It measures word recognition, oral reading, fluency, comprehension, and identifies reading strengths and weaknesses. The IRI determines students' independent, instructional, and frustrational reading levels by having them read passages and answer questions. While IRIs have been used since the 1940s, research continues to improve their validity and reliability so teachers can most accurately place students in appropriate reading materials. The goal is to support students' reading progress through good assessment and instruction.
Fountas & Pinnell Leveled Reading Passages Assessment
This document provides an overview of various benchmark assessments used to monitor student progress, including formative and summative assessments. Formative assessments are used as part of the instructional process to adjust teaching based on student understanding. Summative assessments are given periodically to understand what students know or do not know at a given point. Several specific benchmark assessments are discussed, along with their purposes and how they inform instruction and intervention. Guidance is also provided on administering, scoring, and interpreting some of the benchmark assessments.
Skills Memory Homework
1. The document discusses possible homework assignments that focus on developing memory skills and teaching vocabulary in a more engaging way than traditional vocabulary tests.
2. One suggestion is having students develop their own memorization method, explain it to the class, and use it to learn a set of words.
3. Another idea is having students teach the vocabulary they learned to someone else, like a family member, and have that person test the student to provide evidence of learning.
Informal reading inventory
The Informal Reading Inventory (IRI) is a diagnostic reading test that can help teachers discover a student's reading levels, strengths, and weaknesses. It involves assessing a student's word reading, oral reading, silent reading, and listening comprehension abilities across various grade levels. The results can indicate a student's functional, instructional, and independent reading levels. When administered to a student with suspected reading delays, this test revealed that the student rushed when reading orally and struggled more with interpretive comprehension questions.
Teaching Media for Listening and Speaking Skills
This document outlines various media that can be used for teaching listening and speaking skills, including music, movies, podcasts, and other media like audio recordings, TV programs, and silent movies. It provides details on podcasts, noting they allow students to both listen to and create audio content. The conclusion recommends teachers select media based on their students' level, use topics students find interesting, and incorporate visual and oral activities to motivate learning.
assessing
Assessment is becoming more prominent in both ESL and EFL programs as a teacher it is something that you will be called to do on a continual basis. The purpose of this chapter was to explore language assessment it relates to young learners.
ахметов е. м.
This lesson plan summarizes a lesson on healthy eating for 5th grade students. The lesson objectives are for students to understand the main points of a talk on healthy eating and contribute suitable words and phrases to a discussion. Students will watch a video about healthy eating tips, learn new vocabulary, discuss in groups what they currently eat and how they can improve their diet. Formative assessments include observation sheets, peer assessment, and a KWL chart for students to reflect on what they learned.
Emotive variables presentation
This document summarizes a case study on the emotive variables that influence motivation for vocabulary learning. The study examined two questionnaires given to second year Japanese university students in a content-based English course. The first questionnaire asked students about their perceptions and experiences with the vocabulary learning program. The second questionnaire probed student motivation, beliefs, and meta-cognitive awareness. Follow-up interviews found that lack of sleep, stress from other commitments, and upcoming tests and presentations negatively impacted motivation. The conclusion discusses the role of emotion, sleep deprivation, and emotional control strategies in language learning motivation.
Developing Listening Skills Second Edition - Walkthrough
Developing Listening Skills is a three-book series with topically based listening passages to enhance listening abilities. Throughout the series, learners will progress from easy to more challenging exercises in order to facilitate listening comprehension. The exercises combine listening with reading, speaking, and writing tasks to reinforce retention of high-frequency vocabulary and phrases.
Reading Comprehension and iPod Touch Technology
The document describes a study that used iPod Touches to help middle school students improve their reading comprehension skills. Teachers provided students with iPods loaded with short stories and audio recordings of comprehension strategies. Students listened to the stories and strategies independently on the iPods. The study found that students who used the iPods with embedded comprehension instruction scored better on reading assessments compared to students who did not use the iPods. Students also reported that they found the iPods and embedded note-taking strategies helpful for remembering the stories. The document discusses recommendations for using this iPod-based approach to provide targeted reading intervention.
Fountas and Pinnell Benchmark Assessment System 2
The document provides guidance for administering and interpreting the Fountas and Pinnell Benchmark Assessment System. It discusses using multiple measures, including the Reading Interview, word tests, and running records, to understand readers' skills and instructional needs. It emphasizes using the assessment as a diagnostic tool to identify specific areas for reading instruction rather than solely benchmarking reading levels. Scoring rubrics and supplemental assessments are also outlined to fully capture a reader's abilities.
Week 3 esl slide share march 11th 2011
The document discusses qualifications and instructional requirements for ESL students and programs. It notes that ESL programs aim to help students improve their understanding of subjects through English. Students are typically placed in separate ESL classrooms with specifically trained teachers if there are fewer than 20 students with the same native language. Qualification for ESL classes requires an English proficiency assessment. Effective instruction includes using visual aids, modeling assignments, and focusing on reading comprehension rather than just pronunciation when reading aloud. Texas teachers must pass an ESL certification test to demonstrate their knowledge and skills for working with ESL students.
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This lesson plan outlines a week-long project for 4th grade students to learn about holiday traditions from different cultures. Students will be split into groups and research an assigned holiday, creating artifacts and presentations to teach their classmates. Activities include a Jeopardy game, poster project, question game using a basketball hoop, and dance performance. The plan details setting up the classroom environment and preparing students and materials to utilize hands-on and visual learning styles through group work and presentations.
The Fourth Group
This document discusses different learning styles and characteristics:
- Left-brain learners prefer logic and details while right-brain learners rely on creativity and intuition.
- Impulsive learners make quick guesses while reflective learners take more time to problem solve.
- Visual learners learn best through seeing information while auditory learners learn through listening. Kinesthetic learners learn by touching and moving.
- Each style has distinguishing characteristics like visual learners struggling with oral communication while auditory learners remember spoken explanations well. Kinesthetic learners need to move and touch things to learn effectively.
Philippine Informal Reading Inventory (Phil Iri)
The Philippine Informal Reading Inventory (PIRI) is a reading assessment tool developed by the Department of Education to measure reading proficiency among elementary students. It assesses word recognition, comprehension, and reading speed through stories and passages in both English and Filipino. The PIRI evaluates students' reading at literal, interpretive, critical, and applied level questions. It categorizes students as independent, instructional, or frustration readers based on benchmarks for word recognition, comprehension, and reading speed. The PIRI provides forms and procedures for administering the assessment and interpreting student performance.
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This document discusses mistakes and errors in language learning and techniques for correcting them. It defines a mistake as a temporary error caused by factors like tiredness, while an error occurs due to incomplete knowledge. It notes that students want correction to improve. Various types of errors in writing and speaking are listed, along with common causes. Techniques for correcting written errors include peer review and collective practice of common mistakes. For spoken errors, techniques involve prompting self-correction through intonation and clues or expansion on partial answers before direct teacher correction. An effective correction system should be clear and shared with students.
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This document discusses types of errors made by English language learners and strategies for providing feedback on errors in student writing. It divides mistakes into slips, errors, and attempts. Common error types include issues with nouns, verbs, subject-verb agreement, word choice, and sentence structure. The document emphasizes that mistakes are a normal part of language learning and provides tips for deciding which errors to address, such as errors that impede comprehension or common patterns. It also discusses using direct and indirect feedback, and strategies to help students develop vocabulary, grammar, style, independence, and self-editing skills.
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This document discusses video modeling as a visually based intervention for children with autism spectrum disorder (ASD). It contains the following key points:
1. Video modeling involves using video to model targeted skills for children with ASD. It has been shown to effectively teach social, communication, play, academic, and daily living skills.
2. There are three basic steps to implementing video modeling: identifying the target skills, producing videos modeling those skills, and implementing the intervention.
3. When identifying skills, educators assess the student's strengths and needs, prioritize target skills, and collect baseline data. Target skills should be objectively defined.
4. Videos are then produced modeling the target skills. Multiple
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This lesson plan teaches students how to self-direct their learning using the online leveled book library Raz-Kids and an Excel spreadsheet to track progress. Students will choose books, read independently, take quizzes, and document their progress. The goal is for students to improve reading skills while learning self-monitoring and assessment to develop life skills. Students will work independently on classroom computers with teacher monitoring and peer mentors providing support as needed.
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Reading inventory
The document outlines the process for administering an Informal Reading Inventory (IRI) to assess a student's reading ability and comprehension. The IRI is used to determine independent, instructional, and frustration reading levels without time limits or comparisons to norms. It involves administering word lists and passages orally and silently at increasing levels of difficulty until criteria are met. Analysis of results identifies the student's capacity level and areas for improvement to guide individualized reading instruction.
Lesson 6
This document provides guidance for tutors on conducting reading sessions with tutees. It recommends that tutors ask questions from the story during the first reading and help the tutee find answers in the text if needed. For the second reading, the tutor should remind the tutee they will retell the story and answer questions. When retelling, the tutor should model retelling for the tutee while asking questions, and gradually have the tutee take on more of the retelling details over multiple sessions. Suggested retelling questions focus on the main character and sequence of events. Tutors are advised to allow time for the tutee to respond before providing answers.
The Informal Reading Inventory
The document discusses the Informal Reading Inventory (IRI), which is an assessment tool used to evaluate students' reading abilities. It measures word recognition, oral reading, fluency, comprehension, and identifies reading strengths and weaknesses. The IRI determines students' independent, instructional, and frustrational reading levels by having them read passages and answer questions. While IRIs have been used since the 1940s, research continues to improve their validity and reliability so teachers can most accurately place students in appropriate reading materials. The goal is to support students' reading progress through good assessment and instruction.
Fountas & Pinnell Leveled Reading Passages Assessment
This document provides an overview of various benchmark assessments used to monitor student progress, including formative and summative assessments. Formative assessments are used as part of the instructional process to adjust teaching based on student understanding. Summative assessments are given periodically to understand what students know or do not know at a given point. Several specific benchmark assessments are discussed, along with their purposes and how they inform instruction and intervention. Guidance is also provided on administering, scoring, and interpreting some of the benchmark assessments.
Skills Memory Homework
1. The document discusses possible homework assignments that focus on developing memory skills and teaching vocabulary in a more engaging way than traditional vocabulary tests.
2. One suggestion is having students develop their own memorization method, explain it to the class, and use it to learn a set of words.
3. Another idea is having students teach the vocabulary they learned to someone else, like a family member, and have that person test the student to provide evidence of learning.
Informal reading inventory
The Informal Reading Inventory (IRI) is a diagnostic reading test that can help teachers discover a student's reading levels, strengths, and weaknesses. It involves assessing a student's word reading, oral reading, silent reading, and listening comprehension abilities across various grade levels. The results can indicate a student's functional, instructional, and independent reading levels. When administered to a student with suspected reading delays, this test revealed that the student rushed when reading orally and struggled more with interpretive comprehension questions.
Teaching Media for Listening and Speaking Skills
This document outlines various media that can be used for teaching listening and speaking skills, including music, movies, podcasts, and other media like audio recordings, TV programs, and silent movies. It provides details on podcasts, noting they allow students to both listen to and create audio content. The conclusion recommends teachers select media based on their students' level, use topics students find interesting, and incorporate visual and oral activities to motivate learning.
assessing
Assessment is becoming more prominent in both ESL and EFL programs as a teacher it is something that you will be called to do on a continual basis. The purpose of this chapter was to explore language assessment it relates to young learners.
ахметов е. м.
This lesson plan summarizes a lesson on healthy eating for 5th grade students. The lesson objectives are for students to understand the main points of a talk on healthy eating and contribute suitable words and phrases to a discussion. Students will watch a video about healthy eating tips, learn new vocabulary, discuss in groups what they currently eat and how they can improve their diet. Formative assessments include observation sheets, peer assessment, and a KWL chart for students to reflect on what they learned.
Emotive variables presentation
This document summarizes a case study on the emotive variables that influence motivation for vocabulary learning. The study examined two questionnaires given to second year Japanese university students in a content-based English course. The first questionnaire asked students about their perceptions and experiences with the vocabulary learning program. The second questionnaire probed student motivation, beliefs, and meta-cognitive awareness. Follow-up interviews found that lack of sleep, stress from other commitments, and upcoming tests and presentations negatively impacted motivation. The conclusion discusses the role of emotion, sleep deprivation, and emotional control strategies in language learning motivation.
Developing Listening Skills Second Edition - Walkthrough
Developing Listening Skills is a three-book series with topically based listening passages to enhance listening abilities. Throughout the series, learners will progress from easy to more challenging exercises in order to facilitate listening comprehension. The exercises combine listening with reading, speaking, and writing tasks to reinforce retention of high-frequency vocabulary and phrases.
Reading Comprehension and iPod Touch Technology
The document describes a study that used iPod Touches to help middle school students improve their reading comprehension skills. Teachers provided students with iPods loaded with short stories and audio recordings of comprehension strategies. Students listened to the stories and strategies independently on the iPods. The study found that students who used the iPods with embedded comprehension instruction scored better on reading assessments compared to students who did not use the iPods. Students also reported that they found the iPods and embedded note-taking strategies helpful for remembering the stories. The document discusses recommendations for using this iPod-based approach to provide targeted reading intervention.
Fountas and Pinnell Benchmark Assessment System 2
The document provides guidance for administering and interpreting the Fountas and Pinnell Benchmark Assessment System. It discusses using multiple measures, including the Reading Interview, word tests, and running records, to understand readers' skills and instructional needs. It emphasizes using the assessment as a diagnostic tool to identify specific areas for reading instruction rather than solely benchmarking reading levels. Scoring rubrics and supplemental assessments are also outlined to fully capture a reader's abilities.
Week 3 esl slide share march 11th 2011
The document discusses qualifications and instructional requirements for ESL students and programs. It notes that ESL programs aim to help students improve their understanding of subjects through English. Students are typically placed in separate ESL classrooms with specifically trained teachers if there are fewer than 20 students with the same native language. Qualification for ESL classes requires an English proficiency assessment. Effective instruction includes using visual aids, modeling assignments, and focusing on reading comprehension rather than just pronunciation when reading aloud. Texas teachers must pass an ESL certification test to demonstrate their knowledge and skills for working with ESL students.
CI 350 ASSURE Lesson Plan
This lesson plan outlines a week-long project for 4th grade students to learn about holiday traditions from different cultures. Students will be split into groups and research an assigned holiday, creating artifacts and presentations to teach their classmates. Activities include a Jeopardy game, poster project, question game using a basketball hoop, and dance performance. The plan details setting up the classroom environment and preparing students and materials to utilize hands-on and visual learning styles through group work and presentations.
The Fourth Group
This document discusses different learning styles and characteristics:
- Left-brain learners prefer logic and details while right-brain learners rely on creativity and intuition.
- Impulsive learners make quick guesses while reflective learners take more time to problem solve.
- Visual learners learn best through seeing information while auditory learners learn through listening. Kinesthetic learners learn by touching and moving.
- Each style has distinguishing characteristics like visual learners struggling with oral communication while auditory learners remember spoken explanations well. Kinesthetic learners need to move and touch things to learn effectively.
Philippine Informal Reading Inventory (Phil Iri)
The Philippine Informal Reading Inventory (PIRI) is a reading assessment tool developed by the Department of Education to measure reading proficiency among elementary students. It assesses word recognition, comprehension, and reading speed through stories and passages in both English and Filipino. The PIRI evaluates students' reading at literal, interpretive, critical, and applied level questions. It categorizes students as independent, instructional, or frustration readers based on benchmarks for word recognition, comprehension, and reading speed. The PIRI provides forms and procedures for administering the assessment and interpreting student performance.
Error correction
This document discusses mistakes and errors in language learning and techniques for correcting them. It defines a mistake as a temporary error caused by factors like tiredness, while an error occurs due to incomplete knowledge. It notes that students want correction to improve. Various types of errors in writing and speaking are listed, along with common causes. Techniques for correcting written errors include peer review and collective practice of common mistakes. For spoken errors, techniques involve prompting self-correction through intonation and clues or expansion on partial answers before direct teacher correction. An effective correction system should be clear and shared with students.
Errors,correcting and feedback
This document discusses types of errors made by English language learners and strategies for providing feedback on errors in student writing. It divides mistakes into slips, errors, and attempts. Common error types include issues with nouns, verbs, subject-verb agreement, word choice, and sentence structure. The document emphasizes that mistakes are a normal part of language learning and provides tips for deciding which errors to address, such as errors that impede comprehension or common patterns. It also discusses using direct and indirect feedback, and strategies to help students develop vocabulary, grammar, style, independence, and self-editing skills.
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This document discusses video modeling as a visually based intervention for children with autism spectrum disorder (ASD). It contains the following key points:
1. Video modeling involves using video to model targeted skills for children with ASD. It has been shown to effectively teach social, communication, play, academic, and daily living skills.
2. There are three basic steps to implementing video modeling: identifying the target skills, producing videos modeling those skills, and implementing the intervention.
3. When identifying skills, educators assess the student's strengths and needs, prioritize target skills, and collect baseline data. Target skills should be objectively defined.
4. Videos are then produced modeling the target skills. Multiple
Business models for a progressive world, 2011 highlights
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This lesson plan teaches students how to self-direct their learning using the online leveled book library Raz-Kids and an Excel spreadsheet to track progress. Students will choose books, read independently, take quizzes, and document their progress. The goal is for students to improve reading skills while learning self-monitoring and assessment to develop life skills. Students will work independently on classroom computers with teacher monitoring and peer mentors providing support as needed.
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This document evaluates a media project created by Mark Davis. It discusses how the project uses conventions like no eye contact, buzz words, gradients and tilted text in ways that develop or challenge real media. The project represents a particular social group through colors and live images. The product's target audience is primarily males aged 15-21 who enjoy heavy music and live shows. The document also reflects on what was learned about technologies from constructing the project.
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The document discusses audience feedback that was gathered for a music video project. Students filmed 17 and 18 year olds from their class watching the music video and answering questionnaire questions. Graphs were created to show the responses, such as 10/10 people thinking the video complemented the song and 7/10 understanding the narrative. The limitations of only surveying their class were noted. Reflections were that the narrative could be clearer and more rating questions included in the future.
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Ben Hammond is having a lesson on respecting personal boundaries with his mentor Donna Spencer. The lesson goals are for students to display or reiterate in their own words two of the four main ideas around respecting personal boundaries, which are to give people their physical space, alone time, acceptance, and to walk away. Students will watch a video called "Model Me" that demonstrates respecting boundaries. They will then discuss in small groups the four points about respecting boundaries: giving people their physical space, giving people time alone, respecting privacy, and letting people talk and do things with others without being pushy.
Dynamic Instructional Design Project for Kinder
This document provides details about a kindergarten phonics lesson. It summarizes information about the 22 students in the class, including their demographics and learning needs. The performance objective for the lesson is for students to identify the letters and sounds of Vv, Ww, and Xx with 75% accuracy using an activity on Seesaw. The teacher plans to use an I do, We do, You do model and kinesthetic learning strategies. Students will use iPads to complete the Seesaw activity while the teacher uses a Promethean board. After teaching, 87% of students met the objective, and small group instruction will support the remaining 13%.
542 d 5considerations team2
This document discusses considerations and solutions for teaching listening and speaking skills. For listening, it addresses the mental block some students have and encourages them to listen for short periods multiple times a week. It also discusses using movies to improve listening by exposing students to different accents and dialects. For speaking, it notes that students feel peer pressure and are overly worried about mistakes. Having small group conversations about familiar topics can help reduce this. The document also addresses difficulties non-native English speaking teachers may face, such as students not understanding everything, and provides suggestions like avoiding slang and making lessons engaging through activities.
1-28-2022 Lesson Plan.pdf
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All 01
This document discusses considerations and solutions for teaching listening and speaking skills. For listening, it addresses the mental block some students have when they don't understand everything. It recommends encouraging students to listen for short periods several times a week and be patient with progress. For speaking, it notes the peer pressure students feel and suggests having them do small group conversations about familiar topics to build confidence. It also discusses difficulties non-native English speaking teachers may face and provides tips like avoiding slang, being polite, and using activities to engage students.
4_1_22 GW Observation.pdf
This observation form summarizes Emily Bond's 3rd grade reading lesson on short and long vowel sounds. The lesson included sorting words by vowel sound, reviewing spelling patterns, reading nonsense words, and a read aloud. Students were engaged through flexible seating, whole group discussion, and individual participation. Ms. Bond effectively managed behaviors, asked higher-order questions, and gathered assessment data to plan future lessons. She maintains strong communication with students, families, and the school to best support student learning.
S4 best practices in chinese language assessment k-16 - thompson liu
S4 best practices in chinese language assessment k-16 - thompson liuCenter for Global Education at Asia Society
This document provides an overview of formative and summative oral language assessments for Chinese instruction in grades K-8. It discusses the Student Oral Proficiency Assessment (SOPA) and Early Language Listening and Oral Proficiency Assessment (ELLOPA), which are summative assessments used to measure students' oral proficiency. Sample interviews are shown to illustrate tasks at different proficiency levels. The document also introduces formative assessment tools like the Student Self Assessment and Teacher Observation of Oral Proficiency Assessment. The goal is to help teachers understand different assessment types and how to use formative and summative tools to support students' Chinese language development.2-16-2022 Lesson Plan.pdf
Students will review letter sounds and blending skills using Orton-Gillingham phonics methods. They will also work on concepts of print and reading strategies during guided reading in small groups. Formative assessments such as checking letter sounds, sight words, and observing reading skills will be used to monitor understanding. Students will engage in kinesthetic and auditory activities to practice skills in a multi-sensory manner.
1-28-2022 Lesson Plan.pdf
The document outlines a lesson plan for a 1st grade adapted curriculum class. The lesson focuses on teaching students to identify characters, settings, and key details in stories. The teacher will begin by playing a familiarization game with students and then read a story aloud, stopping regularly to ask questions and prompt students. Students will then work independently to listen to another story and answer teacher questions to assess comprehension. The teacher will use informal observations and anecdotal notes to evaluate student understanding during discussions. Intervention plans are outlined for students struggling to understand.
Teaching listening
This document outlines strategies for teaching listening skills. It defines listening and explains why it is important. The listening process involves hearing, choosing to focus attention, understanding messages, and responding. There are different types of listening like intensive and extensive listening. Factors like noise, barriers, and memory can affect the listening process. A framework for task-based teaching involves pre-task, during task, and post-task stages. Planning for listening includes pre-listening activities to provide context, activate schemas, establish a purpose for listening, and pre-teach vocabulary. While listening, teachers can have students listen for gist and details and repeat difficult parts. Post-listening involves discussion, comparison of notes, and identifying new vocabulary.
Ppt presentation group 6 1 28 11
The document summarizes a group presentation by three students on topics related to teaching English as a foreign language. Meghan Tansey discusses motivating English learners through games and a positive classroom environment. Shinan Zhou covers challenges in teaching vocabulary and strategies like distinguishing word meanings. Michael Trap outlines bottom-up and top-down listening processing and classroom activities to develop both skills types.
Ppt presentation group 6 1 28 11
The document summarizes a group presentation by three students on topics related to teaching English as a foreign language. Meghan Tansey discusses motivating English learners through games and a positive classroom environment. Shinan Zhou covers challenges in teaching vocabulary and strategies like distinguishing word meanings. Michael Trap examines bottom-up and top-down listening processing and classroom activities to develop both, like using prior knowledge or focusing on linguistic cues.
PerDev_Week 3.docx
This document contains a daily lesson log for a Personal Development class in Grade 11. It outlines the objectives, content, learning resources, and procedures for lessons taking place from September 12-14 on developing the whole person and evaluating one's personality. The objectives are for students to evaluate their own thoughts, feelings, and behaviors and show connections between them in life situations. Resources include textbook pages and additional materials. Procedures include activities for students to explore their personality traits, emotional adjectives expressed by others, and managing conflicts by considering thoughts and actions. Formative assessments and additional activities are included to evaluate learning.
PWG-6-5e_specialQRcode.pdf
The document outlines a weekly learning plan for a Grade 6 classroom that focuses on progressive engagement and higher-order thinking skills. It includes transfer goals, standards, lessons, activities, and assessments for teaching students improved communication skills like public speaking. Lesson 1 focuses on impromptu speeches, giving students guidelines to practice short speech preparation and delivery on sample topics. Classroom activities include practicing speech techniques and delivering impromptu speeches, while home activities involve watching speech videos and discussing best practices. Students will be assessed on their ability to deliver an impromptu speech confidently using proper oral language skills.
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The teacher provided feedback to students after teaching a lesson on personal space that did not go as planned due to technical issues. About half the class understood the concepts of "arm's length" and giving others space, while others struggled. Formative assessments showed some students understood "arm's length" but others missed steps. The teacher reflected that adaptations were needed for students with different abilities. They learned to have backup plans and consider the classroom layout before improvising. Future goals are to arrange the room efficiently and create smooth transitions between activities.
Peer observation in teaching practice
This document discusses peer observation in teaching practices. It describes a video showing two experienced teachers, T1 and T2, discussing an upcoming classroom observation. T1 asks T2 questions about the class she will observe, including the proficiency level and lesson topic. T2 asks T1 to provide feedback on her language use and lesson sequencing/pacing. The discussion notes their positive interaction, with T1 seeking to learn and indirectly complimenting T2, who answers questions cooperatively. The document also outlines the purposes and procedures of formative peer observation, including preparing, observing, and debriefing, and how it can benefit both the observed and observing teachers.
Practical Perspectives on Measuring Student Success - L. Mercado IGA 2013 FINAL
This document discusses principles and best practices for assessing student success. It provides examples of formative and summative assessments, as well as principles for effective assessment such as rehearsal, sampling, feedback and authenticity. Several assessment instruments are presented for evaluating speaking and writing skills. General recommendations are given, such as planning assessments, giving helpful feedback, and linking assessments to learning goals and objectives. The conclusion emphasizes that being objective and continuously improving assessment techniques is important.
Giving feedback
The document discusses feedback in language teaching. It provides definitions of feedback and describes its two main components: corrections and assessment. Corrections provide explanations or alternatives to improve performance, while assessment simply informs learners of their performance level. The document also examines different approaches to the nature and function of feedback, including how to provide oral and written feedback and correct mistakes. It offers practical hints for teachers to maintain discipline in the classroom, such as being well prepared, moving around, and treating students with respect.
542 d 5considerations_team1_show
There are 4 special considerations in teachiing listening and speaking for EFL learners and also effective teaching tips for English teachers.
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MAC
- 1. Subject: Name of Intern:Ben Hammond Duration: Life Skills Name of Classroom mentor:Donna Lesson:How To maintain a conversation Spencer SPU Coordinator:Karen Murphy Today’s Date:5-1-12 EALR’s/GLE’s: EALR: 1. The student uses listening and observation skills and strategies to gain understanding. Component: 1.1. Uses listening and observation skills and strategies to focus attention and interpret information. Grade Level Expectation: 1.1.1. Understands how to adapt attentive behavior to accommodate the listening situation. IEP Goal(s) When given problem-solving questions related to future job skills and daily living student will respond using a complete sentence and correct vocabulary improving language understanding and expression, from 1 of 5 opportunities to 3 of 5 opportunities as measured by Teacher/ SLP observation. Learning Target(s) - (measurable): Materials: Content: Orally or physically identify 1 way to Prezi, overhead projector, laptop, 2 or more greet a person and 1 question you could ask to people continue the conversation. Communication Demands:verbal and physical responses needed for independent practice, handshake, . Student Voice:what is happening, what will happen, conversation, greet, ask a question, Do you like the cold? I do/do not like the cold. Do you like the rain? I do/do not like the rain. Why do you like/not like the rain? Do you like Sports? Do you like football? 3754_WA_UWSeattle_ELEM LI
- 2. Formative Assessment:Students will answer questions from the Prezi while they watch. Summative Assessment:Students will greet a peer appropriately and ask them 1 question, 1 follow up question, and 1 on-topic comment. Management Strategies: Video, proximity, oral, visual, and physical cues Instruction: Anticipatory Set / Make Connection (learner’s strengths & interests)/ Modeling / Direct instruction and Guided practice Ant Set: To meet new friends, you need to know how to begin and maintain a conversation. Last week we talked about how to begin a conversation and this week, we will go over how to maintain a conversation. “Who enjoys having conversations with friends and who would like to get better at maintaining a conversation”? Modeling& DI: We will watch an interactive presentation and learn how to appropriately maintain a conversation. 1. We greet someone with Hi or Hello.CFU::What can we say when we greet someone? 2. I will model students asking a question about a present situation, a past situation, or an interest expressed previously, a follow up question to their answer, and a comment. CFU:: Do you like the rain? CFU:: Why do you like the rain? CFU:: I like the rain too. Guided Practice: Students will film themselves greeting a peer, asking 2 follow up questions and 1 comment each with the use of comment cards in small groups. Each card will have written either who, what, where, when, why, or how. The students will greet each other first with Hi or Hello, and one peer mentor will make a general statement to initiate the task, and students will go around the group making a statement to begin. The other students will pick a card to prompta question. After the initial and 3754_WA_UWSeattle_ELEM LI
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