Kim Boettcher from School District 60 presented this as part of a session on Supervision of Learning/Instruction for Administrators on the topic of Literacy.
Using FLCs to Extend ESL Content Beyond the SEI ClassroomMelanie Gonzalez
This presentation reports on a case study that investigated the Faculty Learning Community (FLC) model as a medium for infusing ESL best practices within content-area teacher licensure preparation courses. Attendees will gain ideas for establishing productive and collegial ESL-focused FLCs at other teacher preparation institutions.
Presentation at MATSOL, May 8, 2014 in Framingham, Massachusetts.
Abstract:
As a result of the RETELL Initiative, English Language Learners and their teachers are receiving much needed and deserved attention and resources in Massachusetts. We as advocates of ELLs and professionals in the field of TESOL must be proactive in ensuring that these efforts are both successful and ongoing. This presentation details ways that teacher education programs, teachers, and districts can help initiate, renew, and sustain the efforts started through the RETELL initiative. First, we discuss ways to encourage infusion of ESOL related content into the general curriculum. Next, we offer methods of providing continuing leadership and support for content-area faculty members in infusion techniques. Lastly, provide a framework for generating professional development opportunities for teacher educators to learn more about building their candidates' ESOL knowledge base. Attendees will leave this presentation with ideas on how to motivate dialogue and foster collaboration with content area faculty in order to better prepare teacher candidates to serve our ELLs in the commonwealth.
Product Syllabus : product syllabuses are those in which the focus is on the knowledge and skills which learners should gain as a result of instruction.
4.2. process syllabuses are those which focus on the learning experiences themselves.
. Synthetic syllabus: segment the target language into discrete linguistic items.
Different parts of language are taught separately.
4.4 . Analytic Syllabi: focus on the learner and his needs and on the kinds of linguistic
performance necessary to achieve those goals .
4.5. Type A: This type deals with what should be learned in a second language classroom.
4.6. Type B : Consider the question of how a second language should be learned.
Kim Boettcher from School District 60 presented this as part of a session on Supervision of Learning/Instruction for Administrators on the topic of Literacy.
Using FLCs to Extend ESL Content Beyond the SEI ClassroomMelanie Gonzalez
This presentation reports on a case study that investigated the Faculty Learning Community (FLC) model as a medium for infusing ESL best practices within content-area teacher licensure preparation courses. Attendees will gain ideas for establishing productive and collegial ESL-focused FLCs at other teacher preparation institutions.
Presentation at MATSOL, May 8, 2014 in Framingham, Massachusetts.
Abstract:
As a result of the RETELL Initiative, English Language Learners and their teachers are receiving much needed and deserved attention and resources in Massachusetts. We as advocates of ELLs and professionals in the field of TESOL must be proactive in ensuring that these efforts are both successful and ongoing. This presentation details ways that teacher education programs, teachers, and districts can help initiate, renew, and sustain the efforts started through the RETELL initiative. First, we discuss ways to encourage infusion of ESOL related content into the general curriculum. Next, we offer methods of providing continuing leadership and support for content-area faculty members in infusion techniques. Lastly, provide a framework for generating professional development opportunities for teacher educators to learn more about building their candidates' ESOL knowledge base. Attendees will leave this presentation with ideas on how to motivate dialogue and foster collaboration with content area faculty in order to better prepare teacher candidates to serve our ELLs in the commonwealth.
Product Syllabus : product syllabuses are those in which the focus is on the knowledge and skills which learners should gain as a result of instruction.
4.2. process syllabuses are those which focus on the learning experiences themselves.
. Synthetic syllabus: segment the target language into discrete linguistic items.
Different parts of language are taught separately.
4.4 . Analytic Syllabi: focus on the learner and his needs and on the kinds of linguistic
performance necessary to achieve those goals .
4.5. Type A: This type deals with what should be learned in a second language classroom.
4.6. Type B : Consider the question of how a second language should be learned.
Assignment Instructional Practices for Emergent Literacy Learners.docxrock73
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 ...
Preparation and Evaluation of Instructional MaterialsFrederick Obniala
This course is designed for students to develop instructional materials. It will provide the context and focus for the materials. Identify the basic principles in materials development, benefits of instructional materials for their future endeavor as a teachers. Create a learning objective that focus on student – centered, develop an instructional materials that suits in in the needs of every students and ways to implement them in order to address the problem in an inclusive way, and design an evaluation plan. The course format will be interactive and collaborative. The students will benefit from the creativity, experience and knowledge of each other. One goal for this course is to create a syllabus and lesson plan that based on the ADDIE model, in which complex questions are addressed together, individual strengths are respected and nurtured, and everyone works and learns cooperatively because of the collaborative nature of the course.
Preparation and Evaluation of Instructional MaterialsFrederick Obniala
This course is designed for students to develop instructional materials. It will provide the context and focus for the materials. Identify the basic principles in materials development, benefits of instructional materials for their future endeavor as a teachers. Create a learning objective that focus on student – centered, develop an instructional materials that suits in in the needs of every students and ways to implement them in order to address the problem in an inclusive way, and design an evaluation plan. The course format will be interactive and collaborative. The students will benefit from the creativity, experience and knowledge of each other. One goal for this course is to create a syllabus and lesson plan that based on the ADDIE model, in which complex questions are addressed together, individual strengths are respected and nurtured, and everyone works and learns cooperatively because of the collaborative nature of the course.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Chapter 3 - Islamic Banking Products and Services.pptx
Module 4 application
1. Module 4 Application:
Collaboration and
Improvement
Lucas Meister
American College of Education
LIT5203_1810011 Strengthening Literacy
10/28/2018
2. Literacy Need
Literacy refers to several related, communicative skills, such as reading, writing,
speaking, and listening, and encompasses both the receptive and expressive
components of language (Alvermann. 2002). With such a broad category of skills,
Rockdale School is at a disadvantage in serving its students because it does not
have a comprehensive and cohesive literacy plan. In establishing such a plan,
Rockdale School should include instruction in vocabulary and word knowledge
across all grade levels, include literacy instruction across all content areas, and use
culturally relevant texts that speak to the experiences of our students.
3. Research-Based Strategies
Vocabulary instruction has a positive impact on reading comprehension in
students (Goodwin, 2016).
The students we serve are coming in with a lower exposure to ;literacy
and a smaller vocabulary.
To decrease this deficit students should be provided with explicit
vocabulary instruction in the texts that they encounter in every content
area that they encountering school.
4. Research-Based Strategies
Literacy is not solely the domain of language arts classes and block, but
rather all content areas have communicative skills that the students
require instruction in (McQuiston, O’Shea, & McCollin, 2008).
Students require literacy instruction in every content area.
Content area literacy instruction should include a focus on the
academic vocabulary within that discipline and the common ways of
communicating information, such as essays, models, and
presentations.
5. Research-Based Strategies
Culturally Relevant instruction and texts provide students with
away to engage in learning (Chenowith, 2014).
Texts that speak to or are relevant to students’ life
experiences are more engaging.
These texts also allow students to use their background
knowledge to further their learning.
6. Literacy Lesson Plan
The students will be using text evidence to answer comprehension
prompts after reading a culturally relevant text.
Standards:
CCSS.ELA-LITERACY.RI.7.1
Cite several pieces of textual evidence to support analysis of what
the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.RI.7.6
Determine an author's point of view or purpose in a text and
analyze how the author distinguishes his or her position from that
of others.
7. Objectives:
Students will be able to
Read and analyze how authors express point of view in nonfiction
narrative. RI.7.6
Use text evidence to support an analysis of what the text explicitly
says. RI.7.1
8. Literacy Lesson Plan
Procedures
Students will read a culturally relevant text (A Simple Act) while
listening to an audio version of the text.
Students will highlight and annotate important information while
reading the text.
Students will also highlight words or phrases that t hey do not
understand or have questions about.
The teacher will go over these in a class discussion after the
reading.
9. Literacy Lesson Plan
Procedures Cont.
The teacher will introduce the comprehension prompts to the students
and will model how to complete one of the prompts using the
provided sentence starters.
Students will work with partners to complete more comprehension
prompts using text evidence.
As an exit ticket, the students will complete one prompt individually.
10. Survey
What should be included in the school’s literacy plan?
Hoe should the school develop the literacy plan?
How could the research-based strategies shown be applied to
other content areas?
How could this lesson be more engaging to students?
What could be done to improve literacy instruction at
Rockdale School?
11. References
Alvermann, D. E. (2002). Effective literacy instruction for adolescents. Journal of literacy Research, 34(2), 189-208.
Goodwin, A. (2016). Effectiveness of word solving: Integrating morphological problem- solving within comprehension instruction of middle
school students. Reading & Writing, 29(1), 91-116.
McQuiston, K., O’Shea, D., & McCollin, M. (2008). Improving phonological awareness and decoding skills of high school students from
diverse backgrounds. Preventing School Failure, 52(2), 67-70.
Chenowith, N. (2014). Culturally responsive pedagogy and cultural scaffolding in literacy education. Ohio Reading Teacher, 44(1), 35-40.