MDD2
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The document outlines learning goals for two English language lessons for students. The goals for the first lesson are for students to be able to give their personal information and describe a place orally and in writing. The goals for the second lesson are for students to be able to describe things close to them orally and in writing. These learning goals align with the national curriculum as they teach basic information and skills that will help students communicate, which is the focus of English language learning according to the national communicative approach.
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Developmental Reading Program
Is a systematic instruction in reading skills and strategies.
Aims:
Generate a positive attitude towards reading process through changing reading habits,
Change reading weakness into strengths,
Let students become aware of their learning techniques which can enable any person, student, or other wise,
Become more successful in real life-learning situations.
“A reading program in which students who are able readers continue to be taught reading skills in a sequential program of instruction, designed to reinforce and extend the skills and appreciations acquired in the previous years, and develop new skills as they are needed.”
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Phonetic Analysis
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The teacher or another person reads aloud to the student. The teacher has the primary responsibility; the students are the attentive observers. The teacher models fluency and expression in reading. The activity promotes literature enjoyment.
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The teacher will share the responsibility of reading with the students. The teachers still has the primary responsibility for reading, but the students may have their own copy. Students take a more active role
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The heart of instructional reading program.
The bridge between shared reading and independent reading
Guide, observer monitor, responder, and questioner
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Different cueing systems
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Students choose what they want to read according to what their interests.
The teacher support, observe, and respond t their efforts.
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Models his thinking, planning, questioning, drafting and revising.
The teacher literally writes aloud and the students observe.
But should not model the entire writing.
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Demonstrated in collaboration with the students.
Guided Writing
Guides the students towards the creation of their own writing through questioning and clarifying.
Independent Writing
The students writes independently and implement that which they have observed and experienced.
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Stage 0 (ages 6 months to 6 years) involves pre-reading where children understand spoken words but cannot read. They acquire skills through books and dialogic reading.
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It is a systematic instruction in readng skills and strategies.
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Link to see the introductory video:
https://www.youtube.com/watch?v=cUoiZl-ep7E
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Is a systematic instruction in reading skills and strategies.
Aims:
Generate a positive attitude towards reading process through changing reading habits,
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Let students become aware of their learning techniques which can enable any person, student, or other wise,
Become more successful in real life-learning situations.
“A reading program in which students who are able readers continue to be taught reading skills in a sequential program of instruction, designed to reinforce and extend the skills and appreciations acquired in the previous years, and develop new skills as they are needed.”
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Skill Ladder of Goodell
Phonetic Analysis
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click
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Developmental Reading Behaviors
Components of a Balanced Literacy Program
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The teacher or another person reads aloud to the student. The teacher has the primary responsibility; the students are the attentive observers. The teacher models fluency and expression in reading. The activity promotes literature enjoyment.
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The teacher will share the responsibility of reading with the students. The teachers still has the primary responsibility for reading, but the students may have their own copy. Students take a more active role
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The heart of instructional reading program.
The bridge between shared reading and independent reading
Guide, observer monitor, responder, and questioner
Determining a student’s developmental stage in reading is important for success.
Different cueing systems
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Students choose what they want to read according to what their interests.
The teacher support, observe, and respond t their efforts.
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The teacher literally writes aloud and the students observe.
But should not model the entire writing.
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Guided Writing
Guides the students towards the creation of their own writing through questioning and clarifying.
Independent Writing
The students writes independently and implement that which they have observed and experienced.
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Stage 1 (ages 6-7 years) is initial reading where children learn letter-sounds and can read simple texts. They understand 4000 words heard but can read 600. Skills are acquired through instruction and reading high frequency words.
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Here are some next steps you could take to continue learning from this assignment:
- Create additional learning materials for other literacy skills your students need practice with, like sight words, phonics patterns, etc. Hands-on materials are engaging.
- Involve your students in creating their own materials to practice skills. Having ownership over their learning helps retention.
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Assignment Instructional Practices for Emergent Literacy Learners.docx
Assignment: Instructional Practices for Emergent Literacy Learners
Complete Part II: Write a reflection paper on your instructional lesson plan and address the following: Using APA style 2 pages. Copy of instructional lesson is paste below.
· Explain how you promoted literacy learners' strategic processing and metacognition in the reading and writing processes.
· Evaluate the effectiveness of the lesson based on specific data you collected during this lesson.
· Explain how you could have differentiated the lesson to meet the needs of literacy learners requiring additional support.
· Analyze the data to determine next steps for the student and reflect on what you might do differently next time.
Helpful Reference
Rog, L. J. (2007). Marvelous minilessons for teaching beginning writing, K–3. Newark, DE: International Reading Association.
· Chapter 1, “Developmental Stages of Writing” (pp. 1–18)
Use this chapter to guide your understanding of the developmental stages of writing instruction and how to support them in the classroom.
Ciampa, K. (2012). Reading in the digital age: Using electronic books as a teaching tool for beginning readers. Retrieved from http://files.eric.ed.gov/fulltext/EJ981797.pdf
Davidson, C. (2009). Young children’s engagement with digital texts and literacies in the home: Pressing matters for the teaching of English in early years of schooling. Retrieved from http://education.waikato.ac.nz/research/files/etpc/files/2009v8n3art3.pdf
This Copy of instructional lesson plan
Setting/Grade Level: Kindergarten
Subject(s): Reading School: California Elementary School
Date: Theme/Title:
1. PLANNING
Standards Addressed
List the standards by including the state, number of the standard(s), and a description of the standard(s).
In this study, the California Common Core State Standards which; describes the standards for all grades; are utilized. The grade level that is being addressed and referred to; is the kindergarten level, and the subject to be addressed is reading.
As explained, these standards are associated with the California state. The standards are as follows;
A). understanding print content. The students should be able to understand the organization of printed word and thus manage to follow sentences from right to left, page from top to bottom and pages from page one to the next. The students should also understand that spoken word could be; presented; through writing and that, words are separated by spaces when printed or even handwritten.
b). Phonological awareness. The students should attain an understanding of spoken word, sounds and syllables. They should thus understand aspects like rhyming of words and segmentation of syllables in words.
c). Phonics and recognition of words. Students should be able to apply grade level phonics and decode words both in isolation and in texts.
d). reading any form of reading texts with a lot of understanding the text and with a purpose (C ...
Goals And Objectives in a Language Course
The document discusses objectives in language teaching and learning. It defines objectives as statements about how goals will be achieved. Objectives should contain three elements - the task, conditions, and standards of performance. A good objective is specific, measurable, and focuses on what students will learn. Objectives relate directly to broader goals and help evaluate whether a course has been successful.
Task 3 assess english learners group 14
The document discusses evaluating English learners with special needs. It proposes a written comprehension evaluation where students read a story created by the teacher and answer questions about it. This allows the teacher to assess each student's level of reading comprehension. It also proposes a visual activity where students watch an animated short about a value (e.g. friendship) in English and then draw what value they identified, allowing the teacher to evaluate their understanding. The evaluations are designed to be accessible to students with learning difficulties and provide data on each student's comprehension level.
Capstone Example (Smiles)
This document outlines an instructional portfolio containing several assignments completed for a Dimensions of Diversity course. The portfolio includes tasks focused on vocabulary instruction, such as creating a "Gif-tionary" using gifs to illustrate vocabulary words and a vocabulary lesson plan incorporating total physical response strategies. It also includes assignments to develop literacy materials, such as a foldable book for teaching contractions to English language learners. The document reflects on the learning from each assignment, including increased understanding of strategies for engaging students and supporting English language development.
Practical nº 14
This document discusses the five dimensions of CLIL (Content Language Integrated Learning): culture, environment, language, content, and learning. It explains that the dimensions are interrelated and impact each other. The document then provides details on each dimension and discusses their role in CLIL. It also discusses the benefits of CLIL for young learners, how CLIL key terms interact in a lesson, how visual organizers can scaffold learning, and how to incorporate higher-order thinking skills at the primary level through Bloom's Taxonomy. Finally, it includes an example CLIL lesson plan template for a primary school class.
Dimensions of Diversity Capstone Example 1
The document outlines Ramsey Champagne's capstone project on elements of diversity, including reflections on concepts learned, a synthesis of concepts, interviews with English language learners, research on discussion strategies, and materials and a lesson plan created for a discussion on adversity and values. The lesson plan incorporates learning objectives, preparation activities, discussion protocols, and the establishment of group agreements.
Capstone Example 2_Modified Watrous
This document contains a capstone project for a Dimensions of Diversity course. It is divided into three parts that cover reflection on concepts learned, communicating with families, and instructional portfolio. The reflection section discusses advocating for English language learners and cites class activities that informed the learning. The family communication section provides information to explain concepts like ACCESS testing and inclusion models to families. It also provides response templates to address common concerns. The instructional portfolio section lists completed assignment reflections and links to submitted work covering topics like creating language objectives and setting up small group discussions.
Mdd1
This document summarizes the contextual factors surrounding an English language lesson for first year students at Universidad Católica de la Santísima Concepción in Concepción, Chile. It notes that the university draws students from across the region and country. It describes the students in the class as having low English proficiency, being easily distracted by technology, and coming from diverse academic backgrounds. The classroom has technology available and the teacher sometimes arranges seats in small circles for group work. The document reflects on how understanding the students and context is important for providing quality instruction.
Capstone Example (Smiles)
The document is a capstone project for a Dimensions of Diversity course. It includes sections on synthesizing course concepts, communicating with families, an instructional portfolio, and a progression of learning. The portfolio includes assignments completed for the course including creating a gif-tionary to teach vocabulary using technology, making a foldable book to teach contractions to first graders, and designing a vocabulary lesson plan incorporating total physical response strategies. The document reflects on lessons learned from each assignment and how they will inform the student's future teaching practice.
Clinical Field Experience B Humanities Instructional and Engageme
Clinical Field Experience B: Humanities Instructional and Engagement Strategies 2
I picked Ms. Dawn’s class at Children’s of America in Fredericksburg Virginia, for this week's field excursion. Unbeknownst to me, parent teacher conferences were held last week, providing me with a wealth of experience listening to/observing parent participation and cooperation with their kid and their child's instructor. Despite the fact that I was not permitted to speak to the parents on Ms. Dawn's behalf, I was given the chance to assist Ms. Dawn in planning the meeting and conducting two of the sessions. Apart from that, I was given the bulk of my time in the classroom to engage and interact with the kids, which frequently needed me to utilize my own personal group problem-solving abilities to keep the students on task and focused on the activities at hand. This was a fantastic opportunity for me to meet with the parents and families of Ms. Dawn's remarkable children as well as watch, practice, and reinforce my own problem-solving abilities.
I've always known that leadership and collaboration are critical in any classroom, but I had to take a step back and evaluate just how difficult it is to manage all of the responsibilities that come with being an educator, particularly leadership, social skills, and collaborative practices. Ms. Paddock was able to provide me with a great deal of guidance as I prepare to teach my own class and work with my own students and families. "Your students' parents will (ideally) be their child's number one fan," Ms. Dawn said, "and as an educator, you ought to be their number one fan as well." Make use of this common ground to tell parents how important their child's success is to you as their educator; parents will appreciate it, and kids will become more interested!"
Educators are aware of how kids develop and flourish. They understand that learning and development processes differ from person to person and across cognitive, linguistic, social, emotional, and physical domains. To accommodate these variances, instructors must be able to create and administer developmentally appropriate and demanding learning experiences that are adaptable. The educator meets students where they are, which means they begin with what the student already understands, then they provide guidance and ongoing support as needed. This will change depending on the issue. When introducing new topics, scaffolding is beneficial. The educator scaffolds information and/or assignments based on the student's specific requirements. Educators evaluate individual and group performance on a regular basis in order to plan and alter education to fulfill students' requirements in each area of development (cognitive, linguistic, social, emotional, and physical), as well as scaffold instruction for the next level of growth. The strategy involved when interacting with the students started with first understanding their needs and secondly addressing ...
Didactics diagnostic questionnaire
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The 6 principles for exemplary teaching of english (group 2)
The 6 Principles for Exemplary Teaching of English, only some parts, not all of them is being discussed here
Team a language proficiency summary
This document discusses Sheltered Instruction Observation Protocol (SIOP), an instructional model that helps English Language Learners (ELLs) learn content material despite not having mastered English. It explains the eight components of a SIOP lesson and provides examples of differentiating instruction for ELLs at different language proficiency levels, from beginning to reaching, based on their ability to understand and communicate in English. The examples illustrate how to build background knowledge and provide comprehensible input for ELLs at each level in a sample SIOP writing lesson about the Reconstruction Era.
Learner and teacher full
This document describes key principles for effective teaching and learning. It discusses that the role of teachers is to facilitate learning rather than focus on teaching. Teachers should involve students in the learning process and get them actively participating. The document also covers characteristics of good learners, such as being willing to make mistakes and constantly looking for patterns in the language. It emphasizes that learning should be both useful and enjoyable for students.
Indivicual factors Eng Assignment
This student submitted a 5-page assignment on individual factors in language learning. The assignment instructions specify the formatting requirements and state that the assignment must be submitted through the specified procedure and not by email. The assignment is worth 100% of the final grade, and participation in tutorials can improve the mark. The assignment then analyzes 16 learner self-reports on their language learning and assesses which aspects of learning each learner attends to.
Challenge 4 6 project
The document outlines the objectives and activities for several course units. The first unit aims to help students develop a critical perspective on how their past English learning and life choices relate to their goals and dreams. Students will write an autobiography exploring this connection. The second unit focuses on how students have helped friends and what they are willing to do for friends. Students will participate in online discussions about helping friends. The third unit examines how difficult experiences have shaped students' characters and what experiences have made them stronger. Students will write a narrative story about overcoming an obstacle.
Differentiated instruction (2011)
The document discusses the need to differentiate instruction to meet the varied needs of students in modern classrooms. It notes that students learn at different rates, in different ways, and have different interests. Effective differentiation requires teachers to thoughtfully examine curriculum, instruction, and assessment and provide flexibility and options that engage all learners.
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MDD5 comments
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My lesson plans
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