The document provides instructions for a final project template for a course on supporting phonemic awareness in the classroom. It outlines parts to include in the template such as general classroom information, reflections on phonemic awareness and readings, plans for student assessment and analysis, strategies and activities to incorporate phonemic awareness, relevant standards, and use of technology. The template is to be completed throughout the course and submitted at the end for feedback.
The document provides guidance for a final project on developing plans to teach phonemic awareness in the classroom. It includes a template to plan phonemic awareness assessments, activities, and analysis of student performance. The template should incorporate at least one technology tool from the course and include details on assessment procedures, phonemic awareness activities, and an example analysis of a student assessment. The completed template will be reviewed by the facilitator at the end of the course to provide feedback.
The document provides directions for a final project template on developing plans to teach phonemic awareness in the classroom. It includes sections for general classroom information, reflections on phonemic awareness and assessments, example activities and assessments, analysis of student assessments, instructional strategies and activities, relevant standards, use of technology, and a reflection. The template is to be completed throughout a training course and submitted at the end for feedback.
This document provides a template for a final project on developing plans to teach phonemic awareness in the classroom. It includes sections for general information, phonemic awareness assessment and activities, linguistic components, an audio recording practice, a student assessment and analysis, instructional strategies, common core standards, use of technology, and a reflection. The template is to be completed over several sessions and submitted to the facilitator for feedback.
The document provides a template for a final project on teaching phonemic awareness in the classroom. It includes sections for general information, reflections on phonemic awareness assessments and readings, linguistic components, audio recording practice, student assessments, analysis of assessment results, teaching strategies, standards, technology integration, and a reflection. The template is to be completed throughout a six-session course and submitted for review and feedback.
The document provides guidance for a final project on developing plans to teach phonemic awareness in the classroom. It includes templates to plan phonemic awareness assessments, activities, and instructional strategies. It also provides guidance on using technology, addressing common core standards, and reflecting on the assessment and instruction process.
This final project is the culmination of several weeks of study in the Commonwealth Learning Online Institute's course entitled "Supporting Phonemic Awareness in the Classroom" Not only does this course teach about the importance of Phonemic awareness and offers a multitude of references for teaching strategies, but also encourages the learner to explore technology for the classroom.
This document provides a template for a final project on supporting phonemic awareness in the classroom. It includes directions to develop assessment procedures, analysis, and activities incorporating technology and other phonemic awareness strengthening activities. The template has sections for general classroom information, reflections on phonemic awareness readings and assessments, analysis of a student assessment recording, and strategies for instruction.
The document provides guidance for a final project on developing plans to teach phonemic awareness in the classroom. It includes a template to plan phonemic awareness assessments, activities, and analysis of student performance. The template should incorporate at least one technology tool from the course and include details on assessment procedures, phonemic awareness activities, and an example analysis of a student assessment. The completed template will be reviewed by the facilitator at the end of the course to provide feedback.
The document provides directions for a final project template on developing plans to teach phonemic awareness in the classroom. It includes sections for general classroom information, reflections on phonemic awareness and assessments, example activities and assessments, analysis of student assessments, instructional strategies and activities, relevant standards, use of technology, and a reflection. The template is to be completed throughout a training course and submitted at the end for feedback.
This document provides a template for a final project on developing plans to teach phonemic awareness in the classroom. It includes sections for general information, phonemic awareness assessment and activities, linguistic components, an audio recording practice, a student assessment and analysis, instructional strategies, common core standards, use of technology, and a reflection. The template is to be completed over several sessions and submitted to the facilitator for feedback.
The document provides a template for a final project on teaching phonemic awareness in the classroom. It includes sections for general information, reflections on phonemic awareness assessments and readings, linguistic components, audio recording practice, student assessments, analysis of assessment results, teaching strategies, standards, technology integration, and a reflection. The template is to be completed throughout a six-session course and submitted for review and feedback.
The document provides guidance for a final project on developing plans to teach phonemic awareness in the classroom. It includes templates to plan phonemic awareness assessments, activities, and instructional strategies. It also provides guidance on using technology, addressing common core standards, and reflecting on the assessment and instruction process.
This final project is the culmination of several weeks of study in the Commonwealth Learning Online Institute's course entitled "Supporting Phonemic Awareness in the Classroom" Not only does this course teach about the importance of Phonemic awareness and offers a multitude of references for teaching strategies, but also encourages the learner to explore technology for the classroom.
This document provides a template for a final project on supporting phonemic awareness in the classroom. It includes directions to develop assessment procedures, analysis, and activities incorporating technology and other phonemic awareness strengthening activities. The template has sections for general classroom information, reflections on phonemic awareness readings and assessments, analysis of a student assessment recording, and strategies for instruction.
This document summarizes a 10 part document about supporting phonemic awareness in the classroom. It discusses phonemic awareness instruction through a reading program and centers, choosing assessments to evaluate skills, analyzing a student's assessment results, developing lesson plans addressing specific skills, incorporating standards, using technology resources, and reflecting on learning from a professional development course.
The document provides directions for a final project on developing plans to teach phonemic awareness in the classroom. It includes templates to fill out over six sessions that cover topics like phonemic awareness assessments, activities, standards, and strategies. The templates require details on assessments, activities, skills, and using technology. A reflection is also included to discuss how this process has changed instruction. The final submission requires assembling all templates and materials into a formal lesson plan with assessment.
This lesson plan try to guide teachers in order to improve Listening Skill in their classes. Because many students have a lot of problems with this skill.
This lesson plan involves students giving presentations about environmental pollution. The class will be divided into three groups to create PowerPoint presentations on the topic after watching a related video. Students can use laptops and USB drives during their presentations. The groups will be able to contact the teacher with questions about their presentations via email or social media in the two weeks before their presentations. After presenting, students will write an assignment reflecting on the strong and weak points of their presentations based on teacher feedback. The best presentation will demonstrate genuine understanding of the topic, strong English skills, and effective technology use.
This document provides guidance on effective strategies for teaching listening skills to students. It discusses the challenges students face with listening comprehension and recommends pre-listening, listening, and post-listening activities. Some key strategies include activating background knowledge, predicting vocabulary, focusing on specific details after getting the overall idea, and using the transcript to check comprehension after listening.
ROLO: Reformulate Output Lightly but Often (full PDF version)Paul Emmerson
In English language teaching, ROLO is a technique for giving feedback at the board following a speaking activity. Instead of just correcting language, ROLO involves guiding students to produce better language for themselves, and it emphasizes developing language as well as just correction.
This is a full PDF version of my article. On this site there is also a shorter slideshow.
The document discusses reading strategies and techniques for teaching reading. It provides assumptions about the nature of reading, including that readers need to understand some words to understand meaning and construct meaning from both bottom-up and top-down processes. It also outlines guidelines for beginning reading instruction, including starting with letters and their sounds before names. Various reading tasks and activities are proposed, such as pre-reading questions, summarizing, and representing the context through drawings or diagrams. Characteristics of efficient and inefficient reading are contrasted.
1. The document outlines a lesson plan for an English exam for 5th grade students.
2. It includes activities assessing reading comprehension, grammar, and writing skills.
3. The lesson plan provides details on the classroom set up, timing of activities, teaching approaches, and potential issues to address.
This document is a template for a cumulative course assessment product (CCAP) on teaching phonemic awareness in the classroom. It includes sections for general classroom information, reflections on readings, assessments of linguistic components and student skills, instructional strategies and activities, standards, use of technology, and a final reflection. The submitter completed the template throughout an online course on phonemic awareness, assessing a student's skills and creating a lesson plan incorporating rhyming, initial sound substitution, and word segmentation. Key learning included how to efficiently incorporate daily phonemic awareness instruction aligned to state standards, using a variety of activities, assessments, and technology tools.
This lesson plan is for a 60-minute English class for 13-16 year old Thai students at an intermediate proficiency level. The lesson focuses on listening skills and the use of modals. Students will listen to an audio about Couchsurfing and cultural exchange. They will work in groups to understand the content, discuss advantages and disadvantages of smartphone use, and role play conversations using modals. The lesson incorporates group work, competitions, and personalization to engage students and have them practice the target language in a meaningful way.
Mind Maps are a great tool to improve fluency. They prepare and scaffold both ideas and language. You'll find plenty of recipe-style activities in this article.
The document contains 8 lesson plans for teaching English. Lesson plan 1 involves students making presentations on environmental pollution after watching a related video. Lesson plan 2 focuses on discussing Santa Claus through pictures, a video, and group research. Lesson plan 3 teaches about Halloween through pictures, a video on preparation, and imaginary games.
The document contains 8 lesson plans for teaching English. The first lesson plan is about environmental pollution and has students do a group presentation on the topic using a classroom projector. The second lesson plan is about Santa Claus and involves showing pictures, a video, and group research about legends of Santa Claus. The third lesson plan focuses on Halloween and includes showing pictures, a video on preparation for Halloween, and discussing events in students' home countries.
Ppg module tsl3105 topic 5 planning for teaching l&sJojo PaPat
This document provides guidance on lesson planning for teaching listening and speaking skills in a primary ESL classroom. It discusses the principles of lesson planning, including setting objectives and considering factors like variety and flexibility. A sample lesson plan format is presented, outlining stages like set induction, presentation, practice, and closure. Key aspects of lesson planning like selecting teaching aids and strategies are also covered. Finally, a matrix for evaluating lessons is presented, focusing on elements such as classroom management, teacher-student interaction, tasks, and opportunities for student speaking.
The document provides an overview and instructions for implementing various pre, during, and post reading strategies for literacy workshops. These strategies include coding text, double entry journals, 3-2-1 summaries, anticipation guides, word sorts, and discussion techniques like Save the Last Word for Me. The strategies are designed to engage students actively in reading comprehension by having them make connections, ask questions, and reflect on what they are reading.
Phonemic awareness final project [autosaved]jtlucas0127
This document provides a template for a final project on developing plans to teach phonemic awareness in the classroom. It includes sections for general classroom information, reflections on readings, assessments of student skills, analysis of assessment results, instructional strategies, standards addressed, use of technology, and a final reflection. The template is to be completed throughout a six-session course on phonemic awareness and submitted to the facilitator at the end for feedback.
This document provides information about a 3-lesson unit on descriptive writing for 5th grade students. Lesson 1 focuses on sensory writing and having students create descriptive stories using their five senses. Lesson 2 teaches idioms and has students illustrate their own idiom in a comic or video before writing a short story. Lesson 3 continues practicing descriptive writing skills. The lessons aim to enhance students' creative writing through techniques like sensory details, idioms, and clear descriptions. Formative assessments include group projects, comics/videos, and exit tickets to check understanding of key concepts.
This lesson plan aims to teach Year 4 students about verbs related to body movement through a song. The 60-minute lesson has three stages:
1. Introduction: A video on body parts is shown to introduce the topic. Students list body parts in the song and answer questions.
2. Presentation: Flashcards of verbs are presented and students practice pronunciation. They guess meanings by acting out verbs.
3. Practice: Students are given a worksheet with lyrics containing missing verbs. They fill in the blanks and learn the verbs are actions. The lesson evaluates students' understanding of verbs.
Buzz sessions involve dividing a class into small groups to discuss a topic or question. The presentation outlined the steps to conducting buzz sessions, including forming groups, assigning a discussion question or task, and having groups report back. Buzz sessions allow all students to participate, help develop collaboration skills, and set the groundwork for further discussion. However, they require clear management by the teacher to keep groups focused and on task. The presentation provided examples of using buzz sessions along with other techniques like lectures and group work.
O documento discute vícios, delitos e obsessões. Apresenta que viciados procuram esquecer seus problemas através de dependências e que a ociosidade pode levar a vícios. Também descreve estágios de obsessão como simples, fascinação e subjugação, e enfatiza a importância de combater tendências negativas para preservar a dignidade.
O documento discute os diferentes tipos de medo e como eles podem afetar as pessoas. A vida trará experiências tanto positivas quanto negativas que nos ensinarão lições sobre equilíbrio e sabedoria. Não devemos nos deixar paralisar pelo medo, mas enfrentá-lo para desenvolver nossos talentos. A Bíblia ensina que devemos usar os dons que recebemos de Deus para o bem, em vez de nos escondermos do medo.
1) Dissensões surgem quando as pessoas ainda são dominadas pelo egoísmo e orgulho.
2) Embora dissensões sejam comuns, elas não devem levar à divisão, mas sim ao debate construtivo.
3) Jesus ensinou a lidar com dissensões internas no grupo de forma paciente e compreensiva, sem julgar ou condenar os outros.
This document summarizes a 10 part document about supporting phonemic awareness in the classroom. It discusses phonemic awareness instruction through a reading program and centers, choosing assessments to evaluate skills, analyzing a student's assessment results, developing lesson plans addressing specific skills, incorporating standards, using technology resources, and reflecting on learning from a professional development course.
The document provides directions for a final project on developing plans to teach phonemic awareness in the classroom. It includes templates to fill out over six sessions that cover topics like phonemic awareness assessments, activities, standards, and strategies. The templates require details on assessments, activities, skills, and using technology. A reflection is also included to discuss how this process has changed instruction. The final submission requires assembling all templates and materials into a formal lesson plan with assessment.
This lesson plan try to guide teachers in order to improve Listening Skill in their classes. Because many students have a lot of problems with this skill.
This lesson plan involves students giving presentations about environmental pollution. The class will be divided into three groups to create PowerPoint presentations on the topic after watching a related video. Students can use laptops and USB drives during their presentations. The groups will be able to contact the teacher with questions about their presentations via email or social media in the two weeks before their presentations. After presenting, students will write an assignment reflecting on the strong and weak points of their presentations based on teacher feedback. The best presentation will demonstrate genuine understanding of the topic, strong English skills, and effective technology use.
This document provides guidance on effective strategies for teaching listening skills to students. It discusses the challenges students face with listening comprehension and recommends pre-listening, listening, and post-listening activities. Some key strategies include activating background knowledge, predicting vocabulary, focusing on specific details after getting the overall idea, and using the transcript to check comprehension after listening.
ROLO: Reformulate Output Lightly but Often (full PDF version)Paul Emmerson
In English language teaching, ROLO is a technique for giving feedback at the board following a speaking activity. Instead of just correcting language, ROLO involves guiding students to produce better language for themselves, and it emphasizes developing language as well as just correction.
This is a full PDF version of my article. On this site there is also a shorter slideshow.
The document discusses reading strategies and techniques for teaching reading. It provides assumptions about the nature of reading, including that readers need to understand some words to understand meaning and construct meaning from both bottom-up and top-down processes. It also outlines guidelines for beginning reading instruction, including starting with letters and their sounds before names. Various reading tasks and activities are proposed, such as pre-reading questions, summarizing, and representing the context through drawings or diagrams. Characteristics of efficient and inefficient reading are contrasted.
1. The document outlines a lesson plan for an English exam for 5th grade students.
2. It includes activities assessing reading comprehension, grammar, and writing skills.
3. The lesson plan provides details on the classroom set up, timing of activities, teaching approaches, and potential issues to address.
This document is a template for a cumulative course assessment product (CCAP) on teaching phonemic awareness in the classroom. It includes sections for general classroom information, reflections on readings, assessments of linguistic components and student skills, instructional strategies and activities, standards, use of technology, and a final reflection. The submitter completed the template throughout an online course on phonemic awareness, assessing a student's skills and creating a lesson plan incorporating rhyming, initial sound substitution, and word segmentation. Key learning included how to efficiently incorporate daily phonemic awareness instruction aligned to state standards, using a variety of activities, assessments, and technology tools.
This lesson plan is for a 60-minute English class for 13-16 year old Thai students at an intermediate proficiency level. The lesson focuses on listening skills and the use of modals. Students will listen to an audio about Couchsurfing and cultural exchange. They will work in groups to understand the content, discuss advantages and disadvantages of smartphone use, and role play conversations using modals. The lesson incorporates group work, competitions, and personalization to engage students and have them practice the target language in a meaningful way.
Mind Maps are a great tool to improve fluency. They prepare and scaffold both ideas and language. You'll find plenty of recipe-style activities in this article.
The document contains 8 lesson plans for teaching English. Lesson plan 1 involves students making presentations on environmental pollution after watching a related video. Lesson plan 2 focuses on discussing Santa Claus through pictures, a video, and group research. Lesson plan 3 teaches about Halloween through pictures, a video on preparation, and imaginary games.
The document contains 8 lesson plans for teaching English. The first lesson plan is about environmental pollution and has students do a group presentation on the topic using a classroom projector. The second lesson plan is about Santa Claus and involves showing pictures, a video, and group research about legends of Santa Claus. The third lesson plan focuses on Halloween and includes showing pictures, a video on preparation for Halloween, and discussing events in students' home countries.
Ppg module tsl3105 topic 5 planning for teaching l&sJojo PaPat
This document provides guidance on lesson planning for teaching listening and speaking skills in a primary ESL classroom. It discusses the principles of lesson planning, including setting objectives and considering factors like variety and flexibility. A sample lesson plan format is presented, outlining stages like set induction, presentation, practice, and closure. Key aspects of lesson planning like selecting teaching aids and strategies are also covered. Finally, a matrix for evaluating lessons is presented, focusing on elements such as classroom management, teacher-student interaction, tasks, and opportunities for student speaking.
The document provides an overview and instructions for implementing various pre, during, and post reading strategies for literacy workshops. These strategies include coding text, double entry journals, 3-2-1 summaries, anticipation guides, word sorts, and discussion techniques like Save the Last Word for Me. The strategies are designed to engage students actively in reading comprehension by having them make connections, ask questions, and reflect on what they are reading.
Phonemic awareness final project [autosaved]jtlucas0127
This document provides a template for a final project on developing plans to teach phonemic awareness in the classroom. It includes sections for general classroom information, reflections on readings, assessments of student skills, analysis of assessment results, instructional strategies, standards addressed, use of technology, and a final reflection. The template is to be completed throughout a six-session course on phonemic awareness and submitted to the facilitator at the end for feedback.
This document provides information about a 3-lesson unit on descriptive writing for 5th grade students. Lesson 1 focuses on sensory writing and having students create descriptive stories using their five senses. Lesson 2 teaches idioms and has students illustrate their own idiom in a comic or video before writing a short story. Lesson 3 continues practicing descriptive writing skills. The lessons aim to enhance students' creative writing through techniques like sensory details, idioms, and clear descriptions. Formative assessments include group projects, comics/videos, and exit tickets to check understanding of key concepts.
This lesson plan aims to teach Year 4 students about verbs related to body movement through a song. The 60-minute lesson has three stages:
1. Introduction: A video on body parts is shown to introduce the topic. Students list body parts in the song and answer questions.
2. Presentation: Flashcards of verbs are presented and students practice pronunciation. They guess meanings by acting out verbs.
3. Practice: Students are given a worksheet with lyrics containing missing verbs. They fill in the blanks and learn the verbs are actions. The lesson evaluates students' understanding of verbs.
Buzz sessions involve dividing a class into small groups to discuss a topic or question. The presentation outlined the steps to conducting buzz sessions, including forming groups, assigning a discussion question or task, and having groups report back. Buzz sessions allow all students to participate, help develop collaboration skills, and set the groundwork for further discussion. However, they require clear management by the teacher to keep groups focused and on task. The presentation provided examples of using buzz sessions along with other techniques like lectures and group work.
O documento discute vícios, delitos e obsessões. Apresenta que viciados procuram esquecer seus problemas através de dependências e que a ociosidade pode levar a vícios. Também descreve estágios de obsessão como simples, fascinação e subjugação, e enfatiza a importância de combater tendências negativas para preservar a dignidade.
O documento discute os diferentes tipos de medo e como eles podem afetar as pessoas. A vida trará experiências tanto positivas quanto negativas que nos ensinarão lições sobre equilíbrio e sabedoria. Não devemos nos deixar paralisar pelo medo, mas enfrentá-lo para desenvolver nossos talentos. A Bíblia ensina que devemos usar os dons que recebemos de Deus para o bem, em vez de nos escondermos do medo.
1) Dissensões surgem quando as pessoas ainda são dominadas pelo egoísmo e orgulho.
2) Embora dissensões sejam comuns, elas não devem levar à divisão, mas sim ao debate construtivo.
3) Jesus ensinou a lidar com dissensões internas no grupo de forma paciente e compreensiva, sem julgar ou condenar os outros.
O documento discute a dor e o sofrimento de várias perspectivas. Em três frases:
1) A dor é uma parte inevitável da vida, seja física ou espiritual, mas o sofrimento é uma escolha de como interpretamos os acontecimentos.
2) Embora a dor seja desagradável, ela serve como um aviso para nos proteger e promover o crescimento.
3) Almas mais evoluídas podem ser mais sensíveis à dor, mas também podem encontrar significado e propósito maior através dela.
O documento discute os perigos da crítica impiedosa e do julgamento dos outros. Ele sugere que quando criticamos os defeitos dos outros, muitas vezes estamos projetando nossas próprias falhas. Também enfatiza a importância de cultivar pensamentos de amor e compaixão em relação aos outros.
Este documento presenta información sobre cables directos y cables cruzados como parte de un diplomado en capacitación docente ofrecido por la Universidad Nacional Experimental Politécnica de las Fuerzas Armadas de Venezuela en mayo de 2012.
This document discusses different perspectives on the morality and constitutionality of same-sex marriage. It examines how morality is often derived from religious texts, but the First Amendment requires neutrality. It also analyzes arguments around amending the Constitution as well as how same-sex marriage relates to the Equal Protection Clause based on precedents like Romer v Evans and Lawrence v Texas. The document also evaluates perspectives from philosophers like Mill and Hart on paternalism and natural rights as they apply to whether same-sex marriage causes harm to others or the institution of marriage.
1. Undang-Undang Dasar Negara Republik Indonesia Tahun 1945 menetapkan bahwa Indonesia adalah negara kesatuan yang berbentuk republik dengan kedaulatan berada di tangan rakyat.
2. Presiden memegang kekuasaan pemerintahan dan dibantu oleh Wakil Presiden. Presiden dan Wakil Presiden dipilih secara langsung oleh rakyat untuk masa jabatan 5 tahun dan hanya dapat dipilih kembali untuk 1 kali masa jabatan.
3
Este documento describe los tratamientos contables de las mermas, residuos y desperdicios en los costos de producción de una empresa. Explica que las mermas pueden ocurrir dentro o fuera del proceso productivo y deben registrarse de manera diferente. Si ocurren fuera del proceso, se tratan como una pérdida contable. Si ocurren durante el proceso, aumentan el costo unitario de las unidades terminadas. Incluye ejemplos numéricos para ilustrar cómo se calculan los costos y su impacto en los resultados con y sin la existencia de mermas.
Yesenia Del Milagro Lucero Sánchez nació en 1994 en el distrito de Inkahuasi. Cursó sus estudios primarios y secundarios en el colegio Manuel Antonio Mesones Muro, donde se destacó como una estudiante sobresaliente, participativa y responsable. Actualmente cursa estudios de Computación e Informática en el Instituto Superior Tecnológico Enrique López Albujar.
This document provides a template for a final project on developing plans to teach phonemic awareness in the classroom. It includes sections for general information, phonemic awareness assessment and activities, linguistic components, an audio recording practice, a student assessment and analysis, instructional strategies, common core standards, use of technology, and a reflection. The template is to be completed over several sessions and submitted to the facilitator for feedback.
This document discusses potential problems that may arise in classroom discussions and provides suggestions to promote student participation. It notes that students may lack motivation, knowledge, or time to think if thrown into an open discussion. To address this, the document recommends framing the activity well, allowing preparation time, using role cards or specific topics, and varying seating arrangements. Sample discussion activities are also provided such as interviews, comparing information, finding differences in pictures, and planning a group activity. The goal is to encourage meaningful communication over accuracy.
The document provides directions for a final project on developing plans to teach phonemic awareness in the classroom. It includes templates for general information, assessments of phonemic awareness, instructional strategies, standards, use of technology, and reflections. The templates are to be completed over several sessions to detail plans for phonemic awareness activities, assessments, and use of assessments to inform instruction.
The document provides a template for a cumulative assessment product (CCAP) on supporting phonemic awareness in the classroom. The CCAP includes plans for teaching phonemic awareness, assessment procedures, analysis of student assessments, and classroom activities incorporating technology. It also includes an example student assessment and analysis. The template is to be completed throughout a six-session course and submitted for feedback.
This document discusses strategies for developing oral fluency in language learners. It defines oral fluency as the ability to express oneself intelligibly, reasonably accurately, and without too much hesitation. It recommends initially focusing on accuracy through drills and repetition, then shifting to focus on fluency through meaningful activities that encourage personal expression. Some problems with speaking that are addressed include inhibition, lack of vocabulary, and uneven participation. Suggested solutions involve grouping students, preparing topics, and minimizing correction to encourage communication.
This document provides an overview of the American English CEF Level B1 Interchange course for young adults and adults. It includes can-do statements describing learners' language abilities at this level. The course focuses on real-world topics, conversational language, and task-based activities. It integrates grammar, vocabulary, pronunciation and skills practice within each unit.
Supporting Phonemic Awareness in the Classroomregodan
This document provides a cumulative assessment product template for a phonemic awareness lesson plan. It includes 11 parts that detail: general classroom information; the importance of phonemic awareness; a student assessment and analysis; instructional strategies and activities; relevant standards; the use of technology; and a reflection. An assessment of a 6th-8th grade student found strengths in substitution but weaknesses in segmentation. Activities include blending, segmentation, and deletion using manipulatives. The goal is to improve the student's phonemic awareness skills based on earlier assessments and the common core standards.
Meeting about teaching listening.
The meeting &workshop points were:
Quick review about the last meeting.
Reading Vs Listening.
Listening as teaching skill.
Importance of listening.
Activities in teaching listening (communicative & information gap)
How to teach listening accroding to CBA?
Stages of teaching listeniing (PDP) frame work
Type of tasks and activities in teaching listening
Assessing listening
Workshop
The document provides guidance on teaching speaking skills to English language learners. It defines speaking and discusses considerations for teaching it, such as focusing on fluency and providing meaningful contexts. It also outlines elements of successful speaking activities, such as integrating skills and providing appropriate input. Mistakes teacher make include not preparing students adequately and focusing too much on accuracy over fluency. The document emphasizes creating a low-pressure environment to encourage student speaking practice.
To speak or not to speak... That is the question!Ester Boldú
This document provides guidance on teaching speaking skills to English language learners. It begins with definitions of speaking and teaching speaking. Speaking is the primary mode of communication, and teaching speaking involves helping learners use appropriate words, sentences, and social language. The document outlines elements of successful speaking activities, such as providing input and integrating skills. It also discusses the teacher's role in increasing learner participation and types of activities that can enhance fluency, such as games, role-plays, and interviews. The document concludes with advice on resources for teachers and strategies for improving students' conversation and pronunciation skills.
This document discusses best practices for teaching interpretive listening skills in a foreign language classroom using authentic materials and 21st century technology. It provides 4 steps for listening activities: 1) activate background knowledge and identify the purpose, 2) selectively listen for relevant information, 3) use appropriate top-down and bottom-up listening strategies, and 4) do comprehension checks. Examples are given for each step and suggestions are made for planning an interpretive listening activity about weather using various technology tools and authentic sources.
This document provides guidance for a final project on developing plans to teach phonemic awareness in the classroom. It includes templates to plan phonemic awareness lessons incorporating technology tools. It also provides space to reflect on readings, choose linguistic activities to assess students, and analyze a student assessment recording. The templates guide the creation of grade-level plans, selection of assessment procedures and activities, and analysis of a student's phonemic awareness skills.
The document discusses the backward design model for planning instruction. It describes the three main stages as: 1) Identifying desired learning outcomes, 2) Determining acceptable evidence of student learning, and 3) Planning learning experiences and instruction. Each stage is then explained in more detail. The document also discusses how to design integrated performance assessments using the three communication modes of interpretive, interpersonal, and presentational.
This document outlines a final project for a course on supporting phonemic awareness in the classroom. It provides a template for students to develop plans to teach phonemic awareness that incorporate assessment procedures, analysis, activities, and the use of technology tools. The template includes sections for general classroom information, reflections on readings, identifying student strengths and weaknesses based on assessments, developing instructional strategies and activities, connecting activities to standards, integrating technology, and reflecting on learning.
This document provides guidance for a final project on developing plans to teach phonemic awareness in the classroom. It includes directions to incorporate at least one technology tool explored in the course and details for phonemic awareness activities. The template has various sections to fill out over the course of sessions, including general information, assessments of students' phonemic awareness, strategies for targeting skills, and reflections. The strategies proposed target skills like syllable segmentation, blending, and manipulation using manipulatives, games, and recordings.
This document discusses using videos and active listening activities in the English classroom. It provides examples of videos that can be used, such as an interview with Joaquin Phoenix and a video of a dog, to model both good and bad active listening skills. Suggested active listening activities include having students discuss topics in groups while some practice active listening and others do not, and telling stories to each other in rounds with decreasing time limits. The document also provides tips and resources for finding and using video clips in the classroom.
This lesson plan aims to develop secondary students' global listening abilities over 40 minutes. It will teach basic listening strategies and identify flaws. Various activities using audio recordings, videos, and handouts will expose students to different listening situations. The procedure involves a warm-up, presentation of new concepts, and three levels of practice - controlled, guided, and free - to give students ample opportunity to develop their skills. Suggestions are provided to select appropriate texts and design effective pre, while, and post listening activities tailored to the instructional goals and students' proficiency levels.
This lesson plan aims to develop secondary students' global listening abilities over 40 minutes. It begins with a warm-up discussion to assess their current skills. The teacher then presents strategies for global listening through examples and explanations. Students practice global listening through short controlled exercises identifying people, labeling diagrams, and answering questions about stories. Guided exercises require students to add to family trees and continue stories. Free activities challenge advanced students to create their own continuation of stories. The plan provides structured listening practice to build students' global comprehension skills.
The document provides an overview of the structure and implementation of a book titled "Speaking (A2 Pre-intermediate) English Readers" for teaching English speaking skills. It contains 20 units divided across 5 sections, each with the same basic structure. The structure includes sections for conversations, vocabulary practice, pronunciation, and self-assessment. Suggestions are provided for classroom activities for each section, such as role-playing conversations, improvising scenarios, games, and partner/group work to practice target language functions.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
2. Final Project Directions
As a final project, you will develop plans for teaching phonemic awareness in your
classroom, including plans for assessment procedures, analysis, and activities. This
final project template will also include one example of a phonemic awareness
assessment and analysis on a student.
Your plans should incorporate at least one of the technology tools explored in this
course and include details for other types of phonemic awareness strengthening
activities.
Complete this template as the course progresses. This template is due to your
facilitator at the end of Session Six. At that time, your facilitator will review your final
project and provide feedback for you in the Notes section.
3. Part I: General Information
(Session One)
GRADE: SES deals with k-5
LESSON BLOCK LENGTH: 50 minute lessons
Is Phonemic Awareness currently being addressed in your classroom? If so, how? If you are not currently teaching in a classroom, please
fill out this template as if you are teaching in the classroom of your choice.
It is addressed only it it has to be as the main focus is comprehension. When it is addressed, it is incorporated in the lessons I have a main
activity for 20minutes, a minor activity, then fun reinforcement. The main one is for comprehension, the minor one is for skills which can be
phonemic awareness, and the reinforcement is fun material, such as games which can also be phonemic awareness.
4. Part II: Phonemic Awareness
(Session One)
Reflect on one of the readings from this session. Some guiding questions could be: Why is phonemic awareness an important step in
learning to read? Do you currently assess student’s phonemic awareness? If not, what are the early indicators that allow you to identify if a
student is at risk of reading difficulty?
Reflection: Article”The importance of Phonemic Awareness in Learning to read:”
Reflection Phonemic awareness is conscious or unconscious awareness of a linguistic unit, not a writing systems. They are needed to hear
and speak a language . Third piece is to be able to manipulate phonemes or most basic unit of language capable of making a difference in
meaning to hold and contrast in memory both phonemes and letter strings that represent them. It is necessary for reading alphabetic written
languages.
There are pre and post tests for reading/ spelling and comprehension which do show weaknesses and strengths .Other than that it is
obvious when a child has difficulty because they hesitate and/or read a sound incorrectly and cannot understand the meaning of what they
are reading. In other words an experienced teacher will be able to know , but it is could to have documentation.
5. Part III: Linguistic Components
(Session Two)
From the Yopp article, which activities look promising and intriguing? Which ones might be easiest to incorporate into your current
curriculum? Which activities, before assessing your students, do you think would benefit your classroom most?
I have chosen activities that I hope will be playful, engaging, interactive, and social to stimulate curiosity in context of real reading.. Because
I am in a small area, having activities that are too noisy (song, clapping, etc.) or involve too much movement would be disruptive to
other teachers and students.
.1. I would have the students read the book: ‘The Hungry Thing” book focuses on reading with rhyming. The fun is in the nonsense words. I
would have questions to help focus on comprehension such as which foods were eaten, or matching nonsense to the real
counterpart. Instead of the crafts activity of paper bags, I could have coloring pages of foods.
2.”Ten Cats Have Hats” would be read with questions after each section to predict the rhyme.After reading the students can select a rhyme
and draw it, and then color it. I like the idea of picking a hat with a word on it to illustrate, also.
3. The Humpty Dumpty activity of mending broken words sounds good. I would also incorporate few comprehension questions such as
multiple choice or true/false of who tried to put Humpty Humpty together again, where did he sit, etc.
6. Part IV: Audio Recording Practice
(Session Two)
Share your URL to your practice audio recording here:
http://cinch.fm/lana4cast/463794
Reflect on this practice. How do you imagine audio recordings will help you teach and your students learn about phonemic awareness?
Recordings are like practicing a speech in front of a mirror.It is certainly helpful, but no substitute for the real thing.
7. Part V: Student Assessment
(Session Three)
Which assessment will you be using on your student?
Older Student Pre-Assessment
Insert the URL of your audio-recorded assessment with a student here.
http://cinch.fm/lana4cast/463810I
It was much more helpful to practrice with a real person
because I got feedback and modified my techniques. My
son needed more than one example. Eventually he got it.
He did about 1/3 of the first assessment and I felt all of
the second.
8. Part VI: Analysis
(Session Three)
After completing an assessment on a student or small child, you will reflect on their scores using the appropriate worksheet.
What stands out to you most? I needed more examples to help the student understand what to do.
Reflect on the areas of student strength. He was easily able to read the words.
Reflect on the areas of student weakness. He had trouble separating the sound, but this may have been because he could read well.
9. 0
Include strategies you will use in your classroom here.
Products and Performances
Questions relevant to your lesson
Instructional Strategies
Specific Skills to be developed
10. Part VII: Strategies, cont.
(Session Four)
Include strategies you will use in your classroom here.
Activities and procedures For Older student: Bending, Segmentation, and Deletion
Extensions and modifications: Modifications =1. More samples to help student understand what to do, and 2.
Remind student that the color selection does not matter, just that each one be different to show that there are differences. Extentions
+ More wordsor different types of times to show understing, eg. Using paperclips, etc if student has trouble manipulating object or the
color part interfers.
Materials and resources needed: Need items for student to respond. Such as pencil/pen/marker, papter clips, colored paper/blocks,
etc.
Websites
http://teams.lacoe.edu/documentation/classrooms/pa
used:
tti/k-1/teacher/assessment/levels.html
References (copyright needed?)
The Commonwealth Learning Online Institute,
Older Student Phonemic Awareness Instruction
Transcript
11. Part VIII: Common Core Standards
(Session Four)
/tmp/
Please listlist all relevant Common Core Standards here, as well as any relevant Massachusetts Proposed Additional Standards.
Please all relevant Common Core Standards here, as well as any relevant Massachusetts Proposed Additional Standards.
PreviewPasteboardItems/ELACCproposed
(dragged).pdf
The activities were 1-1 with guidance and support, and
include 1. to help speak and listen, recall info, retell,
should have option to ask questions to seek help,
getting info, clarify what is not understood. Use of
blocks or other manipulatives.
2.Demonstrate understanding by using common objects
12. Part IX: Technology
(Session Five)
Include technology strategies you will use in your classroom here, noting also your access to computers and other required hardware. You
may also consider using your newfound podcasting skills in a creative way to help students with phonemic awareness
Under the assumption that computers are available. Depending on the age, the rhyming ones can be fun. It would be good to include a book
where the sounds become a song or story. In that way comprehension will help reinforce the sound letter associations. Fuzzy Lion
Ears is good too because there is a picture and an activity
13. Part X: Reflection
(Session Six)
Include technology strategies you will use in your classroom here, noting also your access to computers and other required hardware. You
may also consider using your newfound podcasting skills in a creative way to help students with phonemic awareness. .
Under the assumption that technology devices are available, I would like to add the cinch records. I think students would get a hoot out of
listening to themselves talk. When I was a child my father took us to a special place to make little records of our cute
mispronunciations. In addition I could periodically repeat the cinch, so that students could hear their progress.
I like the Reader’s Theater concept of using a script because I usually have pairs of students.. It will have a sense of humor and I can add
comprehension questions afterward..Even if I do not have a computer, I could print out the scripts,
I find rhyming from Mother Goose, Dr Seuss poetry,and limericks. There are now interactive web sites. The students are visually,
cognitively, and auditorially be stimulated via songs, pictures, and questions ( I often modify these from quizzes). There are coloring
activities, and sometimes Bingo games. These sound or rhyme carries the students, even if they can not read or understand what they
read.
Games are a great way to get students involved. The memory game I make up from the lesson of the day to reinforce the vocabulary. From
the discussion board I saw several games/ sites that are certainly worthwhile to explore and add to my arsenal of fun activities, eg.
Wordie, Think Map VIsual Thesaurus , Quizlet, juniors’s web,Raz program
Even if technology devices are not available in the classroom, they are certainly useful for lesson preparation. From this course we have
learned assessments, many activities and ways to use the activities, e. g. how much time for them.. I look forward to experimenting
and incorporating my discoveries into my lessons.. My goal is to enrich the learning experiences of my students to help them succeed
in school and life.