Pbs go presentación exposición
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Kids learn English better through play than stress, as play is less stressful. When classroom activities relate to kids' interests from TV shows, they engage more in learning. Seeing characters from TV shows speaking English helps build identity and motivation in the language. Games and activities on educational websites can support English learning by making it interactive and entertaining in a way that relates to kids' media interests.
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PBS GO
Using games and TV shows can help kids learn English more effectively. Playing games reduces stress and allows kids to engage with English in a fun way linked to their interests. Seeing their favorite TV characters speak English helps build their identity in the language. Websites like PBS Kids and PBS Teachers provide resources for using cartoons like WordGirl to teach vocabulary in an entertaining, interactive manner. The document discusses how games and TV can aid English acquisition and provides research questions about their effectiveness, how teachers can incorporate cartoons, and whether Colombia should design English learning websites.
Littlefield karen 92017
This document summarizes and analyzes the children's book "The Name Jar" to demonstrate culturally responsive teaching strategies. It discusses how the main character, Unhei, moves from Korea to the US and struggles with her identity and name. Her teacher embraces Unhei's culture and language to make her feel welcomed. The document provides discussion questions and activities teachers can use to promote cultural awareness and identity with students from diverse backgrounds. It emphasizes the importance of valuing students' home cultures and languages in the classroom.
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The document describes an English camp called "At Buratino's" that aims to immerse children ages 7-12 in an English language environment. The 5-day, 5-hour camp is held at the Center for Further Learning "Buratino" and includes 4 workshops on psychology, free games, vocabulary, and creativity to help children improve their English communication skills while having fun and learning about English-speaking countries. The camp uses techniques like games, problem-solving activities, and creative projects to motivate learning in a supportive environment.
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Power point presentations
Forum discussions with the word(s) "descripción" in the title:
altura de una persona (descripción)
Breve descripción, por medio de palabras clave
composición de descripción - grammar
composicion de descripcion 2 - grammar
composicion de descripcion 3 - grammar
composicion de descripcion 4 - grammar
composicion de descripcion final - grammar
contiene una descripción
contrato de descripcion/de referencia - legal
descripcion
descripción concebida con lenguaje poético
Descripcion de casa
descripción de habilidades
Descripción de la numeración de la capa. (Word order) - grammar
Descripción de la política comercial
Descripción de la propuesta
Descripción de los elementos de trabajo
descripción de mí / sobre mí
descripción de un cadáver
descripcion de un Campamento del verano
Descripción de un cargo de maestra de ESL
descripción de una forma de vivir Madrid, tan célebre
descripcion de una realizacion preferida
Descripción del cargo
Descripción del funcionamiento del sistema
descripcion del problema
Descripción del sistema
descripción exhaustiva del idioma basada en citas textuales
Descripción funcional de las modificaciones
descripción heráldica
Recommended
PBS GO
Using games and TV shows can help kids learn English more effectively. Playing games reduces stress and allows kids to engage with English in a fun way linked to their interests. Seeing their favorite TV characters speak English helps build their identity in the language. Websites like PBS Kids and PBS Teachers provide resources for using cartoons like WordGirl to teach vocabulary in an entertaining, interactive manner. The document discusses how games and TV can aid English acquisition and provides research questions about their effectiveness, how teachers can incorporate cartoons, and whether Colombia should design English learning websites.
Littlefield karen 92017
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Emergent literacy refers to the early stages of literacy development from birth. It focuses on exposing children to reading and writing through activities like shared book reading, writing notes, and signing. This early exposure helps stimulate brain development and builds skills to lay the foundation for learning to read. Literacy-rich environments in the home and community that provide opportunities to engage with books, writing, and digital literacy tools can help children's literacy skills unfold naturally.
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This document discusses a new framework for planning intensive English camps. It begins by introducing the presenters and outlining the topics to be covered, which include discussing the purpose of camps, considerations for planning camps, and activities that can be used. It then contrasts the old framework of camps focusing on social language use with disconnected activities to the new framework of carefully planned thematic activities to support language construction and content learning. Specific recommendations are provided for choosing a theme, activities, staffing, and evaluating the camp. Sample activities exploring the jungle theme are described.
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Power point presentations
Forum discussions with the word(s) "descripción" in the title:
altura de una persona (descripción)
Breve descripción, por medio de palabras clave
composición de descripción - grammar
composicion de descripcion 2 - grammar
composicion de descripcion 3 - grammar
composicion de descripcion 4 - grammar
composicion de descripcion final - grammar
contiene una descripción
contrato de descripcion/de referencia - legal
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descripción concebida con lenguaje poético
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descripción de habilidades
Descripción de la numeración de la capa. (Word order) - grammar
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Descripción de la propuesta
Descripción de los elementos de trabajo
descripción de mí / sobre mí
descripción de un cadáver
descripcion de un Campamento del verano
Descripción de un cargo de maestra de ESL
descripción de una forma de vivir Madrid, tan célebre
descripcion de una realizacion preferida
Descripción del cargo
Descripción del funcionamiento del sistema
descripcion del problema
Descripción del sistema
descripción exhaustiva del idioma basada en citas textuales
Descripción funcional de las modificaciones
descripción heráldica
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This document provides information and strategies for mainstream classroom teachers to effectively support English Language Learners (ELLs). It discusses that most ELLs in the US are Spanish-speakers from immigrant families and face socioeconomic challenges. While ELLs develop social English quickly, academic English takes longer and must be explicitly taught. The document recommends strategies like building background knowledge, explicit vocabulary and language development instruction, scaffolding, and connecting reading and writing. It emphasizes the importance of both the students' native language and English in developing literacy in order to support ELLs in mainstream classrooms.
Oral language presentation fall 12
This document provides an overview of oral language development for pre-K students. It discusses how oral language is the foundation for literacy, and how building children's oral language skills through experiences will improve their reading abilities. It also describes the importance of language for communication and thinking, and outlines strategies for developing children's receptive language through listening, and expressive language through purposeful talk, rhyming, and alliteration activities. The document emphasizes that oral language development should be integrated throughout the pre-K day, including during centers, conversations, transitions, and songs.
Response 1Discussion 1 Week 9 Main PostQuestion 1 Descr
Response 1
Discussion 1 Week 9 Main Post
Question 1: Describe one advantage for child and adolescent development in a multilingual environment?
There are a lot of misconceptions and stereotypes about multilingual environments. One of the biggest stereotypes is that when children and adolescents are raised in multilingual environments, their cognitive development will be hindered because two or more languages will confuse their brains (Souto-Manning, 2006). Despite these popular beliefs, empirical research shows that this is not the case. According to Souto-Manning (2006), humans have the ability to learn infinite languages, and knowing one language is advantageous for learning another one with more ease. Very early in their development, infants and toddlers are like sponges and are able to be receptive to and absorb language easily. However, as we age, language acquisition is more difficult and takes more time and energy to learn. From personal experience, I was in multilingual Spanish classes in Jr. High and High School. I took four years of Spanish and only know the basics and I am not fluent. However, some of the students were raised in multilingual families growing up and were able to speak both languages with little effort. This example illustrates that from early development, children can become very efficient in multiple languages and have an advantage at language acquisition and comprehension. Parents and teachers can create positive atmospheres where children and adolescents naturally can interact with one another and enrich their vocabulary and better appreciate the cultural context of other languages (Souto-Manning, 2006). Research shows that bilingual children and adolescents have an advantage with thinking about more than one way about a concept and can be better problem solvers (Souto-Manning, 2006). Personally, if I ever have children, I would love to have them raised in a multilingual environment if possible.
Question 2: What is one challenge for a child or adolescent growing up in a multilingual environment?
One challenge in particular for children and adolescents who are socialized in a multilingual environment is their perceptions of others in the classroom. English language learners (ELL) perceive that their non-English language learners (non-ELL) have higher academic success (Leclair, Doll, Osborn, & Jones, 2009). ELL students become frustrated when they are not able to learn English as well as their non-ELL peers and prefer classrooms of their origin (Leclair et. al., 200). Children and adolescents constantly compare themselves to their classmates and when they see their peers are doing better than them, it increases their frustrations. Just imagine being a child that moves to a new school in the United States from a South American country and being in a class where all your peers speak English better than you. These frustrations are real and can have negative implications on positive development.
Question 3: What ...
Bed105 powerpoint (1)
This document discusses cultural and linguistically diverse (CALD) children and families. It notes that CALD communities include those where English is not the primary language or where the culture is significantly different than mainstream Australian culture. Some key CALD groups mentioned are refugees, asylum seekers, migrants, and Indigenous Australians. The document then discusses some typical ideas about CALD children, such as difficulties with English language skills, bilingualism, lack of trust, and feelings of isolation. However, it also notes that bilingual children can have greater cognitive flexibility. It provides some strategies that early learning centers can implement to support CALD children and engage their families, such as using materials, songs, and stories from different cultures.
Why Learn Languages
Learning languages has several benefits. It promotes intercultural communication and allows children to connect with people from other cultures. Learning a new language also enhances cognitive development as it improves linguistic and intellectual skills. Additionally, research shows that being multilingual improves academic performance in other subjects. Learning languages at a young age increases global understanding and gives children a competitive edge in a globalized world.
Developing an Intercultural Orientation in the Classroom and Community
The document discusses developing an intercultural orientation for teaching English Language Learners (ELLs) with the use of technology. It presents Ruiz's and Cummins' frameworks on language orientations in schools and argues for an inclusive, intercultural approach. Examples are given of how Web 2.0 tools and mobile applications can support ELLs' first language and culture, engage parents, and allow flexible assessment. The goal is to validate students' backgrounds and encourage creative self-expression.
1Running Head GAPS IN STUDENT LEARNING LEVELS 2GAPS IN ST.docx
1
Running Head: GAPS IN STUDENT LEARNING LEVELS
2
GAPS IN STUDENT LEARNING LEVELS
Name
Course
Facilitator
Date
Differences in achievement and performance in different levels of schooling for students in America has for the longest time being influenced by many issues key among this being the race, social economic position in society which in turn influence the attitude of educators towards the students in America as well as the students themselves towards each other. Lisa Delpit author of Multiplication is for white people: Raising Expectations for other people's children, Claude Steele's "Thin Ice: stereotype Threat and Black college Students and Devin Brownes "The Latino Gap: Not quite Trilingual" all have suggested reasons as to why there are this various disparities in learning levels for students in the American school system.
First, Lisa Delpit author of "Multiplication is for white people raising expectations for other people’s children" has various opinions on how the various learning gaps between the minority students in America and the middle and upper class Caucasians have come to exist. One of the things she points at as having brought about the difference in learning is how educators define basic learning skills. Delpit says that” If we are going to ensure that all children learn to read, I believe we have to turn our notion of basic skills" on its head". The reason she says this is because for a long time both the white children and black children who come from different social backgrounds have been expected to have a basic understanding of some vocabulary only familiar to the white middle and upper class American environments, also she points out that most of this children from inner city settings or low income settings are taught different skills sets that their white counter parts 4 to 5 years before they join preschool. She argues that middle class children an example being her daughter Maya are taught basic reading skills from home while the less well off children of the inner cities and the rural areas are taught like skills which she calls "higher order skills" which are skills that middle class children acquire much later in life. Delpit says that middle class culture s taken as the standard culture by which all forms of literacy are judged and because of this children from lower levels of society are classified as being slow and put in special education classes because they do not be conforming to the standardised view of being clever, Delpit points out an important fact and says that the students are asked questions on what they do not know and what they do know is left out(Delpit 2012).
Secondly, Claude Steele on his part has several theories as to what leads to the disenfranchising of young black students which leads to their poor performance in school, in his article in the Atlantic titled “Thin Ice: stereotype Threat and Black college Students" he gives world feat.
Children Learning English
The document discusses how children learn a second language, noting they need time, exposure to meaningful input, and opportunities to experiment with language in a positive environment. It also explains teachers' beliefs impact their teaching approach and lessons, and provides suggestions for observing students' language learning like keeping diaries and recording group interactions.
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This document discusses teaching English to students learning English as an additional language. It defines who English language learners are and emphasizes the importance of understanding students' socio-cultural backgrounds. Theories on first and second language acquisition are examined, including behavioral, innatist and interactionist perspectives. Stages of second language development and implications for instruction are also outlined. The document stresses the need for explicit instruction, modeling, practice and support for English language learners that is differentiated from teaching English as a first language.
CHILDREN'S STORIES AND SONGS.pdf
This document discusses using children's stories and songs as a didactic strategy for teaching English to children in an entertaining way. It explains that stories and songs capture children's attention and make learning more memorable. Stories involve children in the actions of characters, while catchy songs with rhymes and melodies help children memorize words and phrases naturally. These activities not only engage children but also encourage natural language acquisition and improve pronunciation and vocabulary.
Ar report
The document discusses developing oral communication skills for giving directions through role-playing activities. It notes that some students struggled to give directions in English and were shy speaking. The researcher investigated using role-playing with information gaps to improve skills. Preliminary tests showed the selected students performed poorly in direction-giving tasks and role-plays compared to peers. The researcher planned to use role-playing to increase engagement, vocabulary, and confidence in speaking English to give directions.
Course-Presentation.pptx
This document discusses teaching English to young learners. It explains that there are different approaches needed for very young learners (under 7 years old), young learners (7-12 years old), and older learners in junior/senior high school. Key factors that influence language learning for children include motivation, a willingness to make mistakes, being good at guessing, and making accurate predictions. The document also discusses principles of child-centered learning and potential issues that can arise if the proper teaching approach is not used, such as not giving children enough space to experiment independently.
Talk to your Body
A presentation by Jan Townend, a member of our online e-Consultancy Team and a speech and language therapist, and specialist teacher in dyslexia and literacy, currently working on a project Talk to your Baby in Tanzania.
Dyslexia International May 2012 Newsletter.
www.dyslexia-international.org
Language adquisition by Fernanda Torres
This document discusses language acquisition and provides definitions of key terms. It defines language acquisition as the process of learning a language other than one's mother tongue. The mother tongue or native language is defined as the first language acquired in society, usually the language spoken at home. It also discusses theories around how children acquire language naturally compared to adults, who generally require more conscious learning. Sources discussing various perspectives on language acquisition are cited.
Language acquisition by Tania Rodriguez
This document discusses language acquisition and the differences between acquiring a native language and acquiring a second language. It addresses how children acquire language naturally while adults must make a more conscious effort. The document references theories from scholars like Skinner, Chomsky, and Krashen and defines key terms such as native language and mother tongue using examples. Personal experiences with language learning difficulties are also shared.
Language Games
The document discusses different language games that can help improve language skills, including crossword puzzles, spelling bees, vocabulary games, and puzzles. Crossword puzzles involve filling in a grid with words based on clues. Spelling bees are competitions where contestants spell words of varying difficulty. Vocabulary games organize words into categories to build connections between words. Puzzles help develop problem solving and other cognitive skills in children. Using games is an effective way to teach language as they are fun and allow students to learn while interacting socially.
English as an additional language
This document discusses language development in children ages 3-5. It notes that at age 3, children can understand language, learn new vocabulary quickly, and think symbolically. At age 4, they can use longer sentences and connectors, listen for longer, and support their ideas. By age 5, children can pronounce sounds accurately, engage in conversations, and associate new words with meanings. The document aims to empower children's creativity, curiosity, social-emotional development, and critical thinking through language learning in early childhood.
Languagerichenvironment 131209134801-phpapp02
The document describes how to set up a language-rich classroom environment to promote language development in young children. The author outlines their floor plan which includes group seating, a block area, and cozy seating to encourage student interaction and communication. A variety of activity centers are proposed to engage students in different subjects and allow them to work with different peers throughout the day. The teacher's role is to facilitate student collaboration and encourage language use through story time, discussion, and letting students share their own stories. Research supports that reenacting stories and peer interaction can boost narrative skills and literacy.
Language rich environment
The document discusses setting up a language-rich classroom environment to promote language development in young children. The author describes their classroom layout with group seating, a block area, and cozy seating to encourage student interaction and communication. Various activity centers are proposed to engage students in different subjects and allow them to interact with peers at different tables. The teacher's role is to facilitate learning through guidance, story time, and encouraging students to discuss what they read and share their own stories. Research suggests that reenacting stories and peer interaction can boost narrative skills and literacy growth in young learners.
Empowering Young Children with Sign Language
Learn how to increase communication effectively with children through the use of sign language at home or in your early childhood development program. We hope you will use this information to guide you through the process of introducing and using sign language successfully in your classroom or home. Visit http://hatchearlylearning.com/webinars for upcoming events and recordings.
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This document provides information and strategies for mainstream classroom teachers to effectively support English Language Learners (ELLs). It discusses that most ELLs in the US are Spanish-speakers from immigrant families and face socioeconomic challenges. While ELLs develop social English quickly, academic English takes longer and must be explicitly taught. The document recommends strategies like building background knowledge, explicit vocabulary and language development instruction, scaffolding, and connecting reading and writing. It emphasizes the importance of both the students' native language and English in developing literacy in order to support ELLs in mainstream classrooms.
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This document provides an overview of oral language development for pre-K students. It discusses how oral language is the foundation for literacy, and how building children's oral language skills through experiences will improve their reading abilities. It also describes the importance of language for communication and thinking, and outlines strategies for developing children's receptive language through listening, and expressive language through purposeful talk, rhyming, and alliteration activities. The document emphasizes that oral language development should be integrated throughout the pre-K day, including during centers, conversations, transitions, and songs.
Response 1Discussion 1 Week 9 Main PostQuestion 1 Descr
Response 1
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There are a lot of misconceptions and stereotypes about multilingual environments. One of the biggest stereotypes is that when children and adolescents are raised in multilingual environments, their cognitive development will be hindered because two or more languages will confuse their brains (Souto-Manning, 2006). Despite these popular beliefs, empirical research shows that this is not the case. According to Souto-Manning (2006), humans have the ability to learn infinite languages, and knowing one language is advantageous for learning another one with more ease. Very early in their development, infants and toddlers are like sponges and are able to be receptive to and absorb language easily. However, as we age, language acquisition is more difficult and takes more time and energy to learn. From personal experience, I was in multilingual Spanish classes in Jr. High and High School. I took four years of Spanish and only know the basics and I am not fluent. However, some of the students were raised in multilingual families growing up and were able to speak both languages with little effort. This example illustrates that from early development, children can become very efficient in multiple languages and have an advantage at language acquisition and comprehension. Parents and teachers can create positive atmospheres where children and adolescents naturally can interact with one another and enrich their vocabulary and better appreciate the cultural context of other languages (Souto-Manning, 2006). Research shows that bilingual children and adolescents have an advantage with thinking about more than one way about a concept and can be better problem solvers (Souto-Manning, 2006). Personally, if I ever have children, I would love to have them raised in a multilingual environment if possible.
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Bed105 powerpoint (1)
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Why Learn Languages
Learning languages has several benefits. It promotes intercultural communication and allows children to connect with people from other cultures. Learning a new language also enhances cognitive development as it improves linguistic and intellectual skills. Additionally, research shows that being multilingual improves academic performance in other subjects. Learning languages at a young age increases global understanding and gives children a competitive edge in a globalized world.
Developing an Intercultural Orientation in the Classroom and Community
The document discusses developing an intercultural orientation for teaching English Language Learners (ELLs) with the use of technology. It presents Ruiz's and Cummins' frameworks on language orientations in schools and argues for an inclusive, intercultural approach. Examples are given of how Web 2.0 tools and mobile applications can support ELLs' first language and culture, engage parents, and allow flexible assessment. The goal is to validate students' backgrounds and encourage creative self-expression.
1Running Head GAPS IN STUDENT LEARNING LEVELS 2GAPS IN ST.docx
1
Running Head: GAPS IN STUDENT LEARNING LEVELS
2
GAPS IN STUDENT LEARNING LEVELS
Name
Course
Facilitator
Date
Differences in achievement and performance in different levels of schooling for students in America has for the longest time being influenced by many issues key among this being the race, social economic position in society which in turn influence the attitude of educators towards the students in America as well as the students themselves towards each other. Lisa Delpit author of Multiplication is for white people: Raising Expectations for other people's children, Claude Steele's "Thin Ice: stereotype Threat and Black college Students and Devin Brownes "The Latino Gap: Not quite Trilingual" all have suggested reasons as to why there are this various disparities in learning levels for students in the American school system.
First, Lisa Delpit author of "Multiplication is for white people raising expectations for other people’s children" has various opinions on how the various learning gaps between the minority students in America and the middle and upper class Caucasians have come to exist. One of the things she points at as having brought about the difference in learning is how educators define basic learning skills. Delpit says that” If we are going to ensure that all children learn to read, I believe we have to turn our notion of basic skills" on its head". The reason she says this is because for a long time both the white children and black children who come from different social backgrounds have been expected to have a basic understanding of some vocabulary only familiar to the white middle and upper class American environments, also she points out that most of this children from inner city settings or low income settings are taught different skills sets that their white counter parts 4 to 5 years before they join preschool. She argues that middle class children an example being her daughter Maya are taught basic reading skills from home while the less well off children of the inner cities and the rural areas are taught like skills which she calls "higher order skills" which are skills that middle class children acquire much later in life. Delpit says that middle class culture s taken as the standard culture by which all forms of literacy are judged and because of this children from lower levels of society are classified as being slow and put in special education classes because they do not be conforming to the standardised view of being clever, Delpit points out an important fact and says that the students are asked questions on what they do not know and what they do know is left out(Delpit 2012).
Secondly, Claude Steele on his part has several theories as to what leads to the disenfranchising of young black students which leads to their poor performance in school, in his article in the Atlantic titled “Thin Ice: stereotype Threat and Black college Students" he gives world feat.
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The document discusses developing oral communication skills for giving directions through role-playing activities. It notes that some students struggled to give directions in English and were shy speaking. The researcher investigated using role-playing with information gaps to improve skills. Preliminary tests showed the selected students performed poorly in direction-giving tasks and role-plays compared to peers. The researcher planned to use role-playing to increase engagement, vocabulary, and confidence in speaking English to give directions.
Course-Presentation.pptx
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Talk to your Body
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Dyslexia International May 2012 Newsletter.
www.dyslexia-international.org
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The document discusses different language games that can help improve language skills, including crossword puzzles, spelling bees, vocabulary games, and puzzles. Crossword puzzles involve filling in a grid with words based on clues. Spelling bees are competitions where contestants spell words of varying difficulty. Vocabulary games organize words into categories to build connections between words. Puzzles help develop problem solving and other cognitive skills in children. Using games is an effective way to teach language as they are fun and allow students to learn while interacting socially.
English as an additional language
This document discusses language development in children ages 3-5. It notes that at age 3, children can understand language, learn new vocabulary quickly, and think symbolically. At age 4, they can use longer sentences and connectors, listen for longer, and support their ideas. By age 5, children can pronounce sounds accurately, engage in conversations, and associate new words with meanings. The document aims to empower children's creativity, curiosity, social-emotional development, and critical thinking through language learning in early childhood.
Languagerichenvironment 131209134801-phpapp02
The document describes how to set up a language-rich classroom environment to promote language development in young children. The author outlines their floor plan which includes group seating, a block area, and cozy seating to encourage student interaction and communication. A variety of activity centers are proposed to engage students in different subjects and allow them to work with different peers throughout the day. The teacher's role is to facilitate student collaboration and encourage language use through story time, discussion, and letting students share their own stories. Research supports that reenacting stories and peer interaction can boost narrative skills and literacy.
Language rich environment
The document discusses setting up a language-rich classroom environment to promote language development in young children. The author describes their classroom layout with group seating, a block area, and cozy seating to encourage student interaction and communication. Various activity centers are proposed to engage students in different subjects and allow them to interact with peers at different tables. The teacher's role is to facilitate learning through guidance, story time, and encouraging students to discuss what they read and share their own stories. Research suggests that reenacting stories and peer interaction can boost narrative skills and literacy growth in young learners.
Empowering Young Children with Sign Language
Learn how to increase communication effectively with children through the use of sign language at home or in your early childhood development program. We hope you will use this information to guide you through the process of introducing and using sign language successfully in your classroom or home. Visit http://hatchearlylearning.com/webinars for upcoming events and recordings.
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Pbs go presentación exposición
- 1. Teaching English PBS kidsPublic Broadcasting ServicePresented by Johanna BalcázarClaudia Moros English for Kids Games with TV shows
- 2. TEACHING AND PLAYING Advantages Kids learn better by playing since is less stress ( Ladd, Carol; ‘’A positive plan for creating more calm, less stress’’.2005.) Kids learn when they can engage the classroom to their day to day interests. (Paratore, Jeane’’ Classroom Literacy assessment, making sense of what students know and do’’. 2007.) Kids see the advantages of using other foreign language since opens a door to interactive activities(Flood, James, ‘Methods of research on teaching the English language arts’’.2005) Kids can build an identity in a foreign language by seeing his heroes speaking it(Rutledge M. Dennis ‘Biculturalism, self identity and societal transformation’’.2008)
- 4. WORDGIRL http://pbskids.org/wordgirl/ The WordGirl Definition Competition is a way to engage your students with vocabulary words in an entertaining and interactive context
- 6. Teaching English to a 7 year old kid
- 8. Research Questions Is it effective playing games online in the acquisition of a foreign language? How teachers engage TV cartoons as part of children’s real life with teaching in class? Should Colombia education system in his bilingual program design a website with English teaching oriented?