Pg. 105-108
•Download as PPT, PDF•
0 likes•144 views
This chapter discusses different techniques for developing vocabulary and phonological awareness in students including concept sorts, rhyming songs, and alliteration activities. Concept sorts can help students categorize words and extend their understanding and exposure to new vocabulary. Phonological awareness ranges from an understanding of syllables, rhyme, and alliteration and develops over time. Songs and rhymes are natural ways for young children to play with sounds and become aware of rhyming words. Alliteration focuses children's attention on beginning sounds in words and marking word boundaries in print which is an important precursor to literacy.
Report
Share
Report
Share
![Concept Sorts ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
Recommended
Language developmental milestones
This document outlines key language developmental milestones from birth to age 5. It discusses receptive language milestones like responding to sounds and understanding words. Expressive milestones include babbling, first words, combining words, and developing sentences. By age 2, children should have 1-2 word questions and sentences. By age 5, they should have a vocabulary of over 2000 words and tell stories using grammar. The document also notes vocabulary growth targets and speech intelligibility milestones. Overall, it presents the predictable but varied pattern of language development that parallels cognitive growth through both analytic and holistic learning processes.
Guernsey Chapter 7
This presentation is an exploration of the effects of interactive language DVDs on an adolescent's ability to speak and learn languages through a variety of research methods.
Presented by Ryan Giviens.
Language development in children
1) Language is a socially shared code that allows humans to express thoughts through speech, writing, and gestures. It has components including phonology, semantics, morphology, syntax, and pragmatics.
2) Children progress through stages of language development from birth through age 5, starting with babbling and one word utterances and advancing to longer sentences.
3) Teachers can support children's language development through shared reading, songs, storytelling, dramatic play, and other interactive activities that increase vocabulary and language skills.
Language Development Through the Curriculum
The document discusses theories of language development including behaviorist, innatist, and interactionist views. It also covers the components and stages of early language development from one word to multiword stages. Key aspects of language covered include phonology, semantics, syntax, pragmatics, morphology, and bi-lingualism. Guidelines for second language teaching and important language skills in early childhood are provided.
Chapter3 Eex502
This document discusses the physiological, cognitive, and social bases of language development as well as several models of language acquisition. Physiologically, speech production relies on respiration, phonation, resonation, and articulation supported by structures in the brain. Cognitively, language influences thought and depends on cognitive maturation. Socially, language develops through interaction and socialization with parents and caregivers. Models of language acquisition examined include the behavioral, psycholinguistic, semantic-cognitive, and pragmatic-interactionist models which explore the roles of environment, inheritance, cognition, and communication respectively. While a single model may not fully explain language development, studying these areas has guided the development of language intervention.
Language Development
The document outlines the typical stages of language development in children from birth to 3 years old. It describes how in the first 3 months infants will awaken to loud sounds and turn to speech but only cry or gurgle. Between 4-12 months children begin to respond to different tones of voice and imitate sounds while using 1-2 words. During 12-24 months, children can point to body parts and put two words together. By 24-36 months, children can follow two-part requests and direct attention by naming objects.
aquisition
The document discusses second language acquisition. It defines second language acquisition as learning another language beyond a person's native language, often for educational or practical reasons. It then outlines the process of second language acquisition, noting that children first learn individual words and sounds, then build sentences between ages 5-7, and later develop more complex sentences through imagination. The document also discusses phonological development in acquiring language, including how infants can discriminate speech sounds at birth and become tuned into the relevant sounds of their native language by age 5. It concludes that language development typically describes progress separately in phonology and other domains.
Language acquisition the early years
Children acquire language naturally in the first five years through exposure to their native language environment. Studies of language acquisition aim to understand and explain how children learn grammar, vocabulary, and pronunciation by forming hypotheses, testing them through experiments and observations on children's natural utterances, and refining the hypotheses. Caregivers play an important role by using simple language focused on the child's immediate environment when interacting with young children, which helps the children learn without explicit correction of errors. Theories of language acquisition have attempted to explain this process, but both behaviorist and constructivist theories have limitations and the exact mechanisms are still under investigation.
Recommended
Language developmental milestones
This document outlines key language developmental milestones from birth to age 5. It discusses receptive language milestones like responding to sounds and understanding words. Expressive milestones include babbling, first words, combining words, and developing sentences. By age 2, children should have 1-2 word questions and sentences. By age 5, they should have a vocabulary of over 2000 words and tell stories using grammar. The document also notes vocabulary growth targets and speech intelligibility milestones. Overall, it presents the predictable but varied pattern of language development that parallels cognitive growth through both analytic and holistic learning processes.
Guernsey Chapter 7
This presentation is an exploration of the effects of interactive language DVDs on an adolescent's ability to speak and learn languages through a variety of research methods.
Presented by Ryan Giviens.
Language development in children
1) Language is a socially shared code that allows humans to express thoughts through speech, writing, and gestures. It has components including phonology, semantics, morphology, syntax, and pragmatics.
2) Children progress through stages of language development from birth through age 5, starting with babbling and one word utterances and advancing to longer sentences.
3) Teachers can support children's language development through shared reading, songs, storytelling, dramatic play, and other interactive activities that increase vocabulary and language skills.
Language Development Through the Curriculum
The document discusses theories of language development including behaviorist, innatist, and interactionist views. It also covers the components and stages of early language development from one word to multiword stages. Key aspects of language covered include phonology, semantics, syntax, pragmatics, morphology, and bi-lingualism. Guidelines for second language teaching and important language skills in early childhood are provided.
Chapter3 Eex502
This document discusses the physiological, cognitive, and social bases of language development as well as several models of language acquisition. Physiologically, speech production relies on respiration, phonation, resonation, and articulation supported by structures in the brain. Cognitively, language influences thought and depends on cognitive maturation. Socially, language develops through interaction and socialization with parents and caregivers. Models of language acquisition examined include the behavioral, psycholinguistic, semantic-cognitive, and pragmatic-interactionist models which explore the roles of environment, inheritance, cognition, and communication respectively. While a single model may not fully explain language development, studying these areas has guided the development of language intervention.
Language Development
The document outlines the typical stages of language development in children from birth to 3 years old. It describes how in the first 3 months infants will awaken to loud sounds and turn to speech but only cry or gurgle. Between 4-12 months children begin to respond to different tones of voice and imitate sounds while using 1-2 words. During 12-24 months, children can point to body parts and put two words together. By 24-36 months, children can follow two-part requests and direct attention by naming objects.
aquisition
The document discusses second language acquisition. It defines second language acquisition as learning another language beyond a person's native language, often for educational or practical reasons. It then outlines the process of second language acquisition, noting that children first learn individual words and sounds, then build sentences between ages 5-7, and later develop more complex sentences through imagination. The document also discusses phonological development in acquiring language, including how infants can discriminate speech sounds at birth and become tuned into the relevant sounds of their native language by age 5. It concludes that language development typically describes progress separately in phonology and other domains.
Language acquisition the early years
Children acquire language naturally in the first five years through exposure to their native language environment. Studies of language acquisition aim to understand and explain how children learn grammar, vocabulary, and pronunciation by forming hypotheses, testing them through experiments and observations on children's natural utterances, and refining the hypotheses. Caregivers play an important role by using simple language focused on the child's immediate environment when interacting with young children, which helps the children learn without explicit correction of errors. Theories of language acquisition have attempted to explain this process, but both behaviorist and constructivist theories have limitations and the exact mechanisms are still under investigation.
Psychology 1170 presentation
This document discusses language development in infancy and early childhood. It covers the main theories of language development including behaviourism, nativism, and interactionism. Key influences on language development are infant-directed speech, repetition, parent interaction, and vocabulary usage. Early language milestones include babbling, first words around 12 months, and two-word sentences emerging around 18-24 months. There are individual differences in language development rates and styles. However, babies across cultures generally progress through similar stages of language acquisition.
Psycholinguistics
The document summarizes key aspects of language acquisition in children. It discusses the debate around nature vs nurture, and notes that both innate abilities and social interaction play a role. It then outlines the typical stages of language development in children, from early prelinguistic sounds to the one-word stage around 1 year old, two-word stage at 2 years, telegraphic stage from 2-3 years using short sentences, and continuing refinement into later childhood. The roles of vocabulary learning, grammar development, and social context are also addressed.
Describing learning mary carmen and diana u4
Children acquire language without conscious effort through exposure to the language used by their parents and others around them. As children get older, language acquisition becomes more difficult and requires more conscious effort as reasoning abilities develop. There are different theories about the distinction between language acquisition and learning. While acquisition refers to unconsciously picking up language through exposure, learning involves a more conscious understanding of grammar and rules. Effective language teaching methods aim to promote natural language acquisition through exposure and communication rather than just focusing on explicit learning and repetition of grammar rules.
Tuesday final ppt
This document discusses bilingualism in preschool children and strategies for teachers. It defines different types of bilingualism like simultaneous and successive. It also outlines stages of second language acquisition such as the observational period and telegraphic speech. The document recommends practices for teachers at each stage, including expanding on children's language. It emphasizes the importance of early literacy experiences in both the home language and English to support children's development in both languages.
Deaf children in hearing homes
This document discusses deaf culture and raising a deaf child. It notes that approximately 1 in 1000 babies are born deaf. When a child is discovered to be deaf, parents often feel shock, anger, and blame themselves. They must then make choices about communication methods, whether sign language, cochlear implants, or oral programs. However, only 23% of parents of deaf children learn sign language. The document emphasizes that deaf children who acquire sign language from their families have better communication, self-esteem, and mental health outcomes. It concludes by sharing a poem from the perspective of a deaf child whose family did not learn sign language.
Language development in early childhood
Between ages 2-6, children's vocabulary grows tremendously from 200 words to 10,000 words. During this period, children learn new words through fast mapping and contrasting new words with words they already know. Children also make guesses about word meanings and have biases like thinking a new word can only refer to one object. Adults can support language development by recasting what children say, expanding on their language, listening attentively, and encouraging further discussion. By ages 3-4, children have largely mastered basic grammar rules like subject-verb-object order, plural forms, and some verb tenses and prepositions, though questions and agreement can still be variable. Complex grammar is still developing through middle childhood.
Language acquisition the early years
The document discusses theories of language acquisition in children. It describes how children learn the major aspects of language like grammar, vocabulary and pronunciation in their first five years without formal education by being exposed to a language-rich environment. Two main theories discussed are the behaviorist theory, which claims that children learn through imitation and reinforcement, and the creative construction theory, which argues that children have an innate ability to acquire language and create new utterances. While both theories try to explain the process of language acquisition, each has weaknesses and the exact process is still being studied by linguists and researchers.
#How children learn language
Children learn language through everyday experiences, understanding words before saying them. Routines and repetition are important for language learning, as the more exposure a child has to a word through a familiar experience, the easier it is for them to understand and use that word. Children progress from understanding simple words and instructions to combining words and communicating, with patience and exposure over time leading to language development.
Language development
Stages of Language Development can be summarized in 3 sentences:
Infants first communicate through prelinguistic sounds like crying and cooing before learning single words to express thoughts and needs. Toddlers then move to two and three word expressions that show an awareness of basic linguistic rules. By ages 3 to 5, children start using longer sentences with grammar and can ask questions, using language similar to adults.
Stages of children development and the related theories
Children develop language skills in stages from infancy through adolescence according to various theories. In infancy, children progress from crying to babbling to first words according to behaviorist, nativist, and interactionist theories. In early childhood, vocabulary and grammar advance through techniques like fast mapping words and learning rules. By preschool, children converse effectively using culturally appropriate language. In adolescence, oral and written language continue maturing through skills like interpreting language in context.
Chapter 16 Brumfit
1. Research shows that young children can learn two languages simultaneously when exposed to both languages from a young age at home. The early childhood years provide an optimal period for language learning.
2. Young children learn language through social interaction, using gestures, sounds, and responding to tones of voice from an early age. As they explore their environment and impose structure on the language they hear, their cognitive and language abilities develop.
3. When teaching a second language to young children, teachers should aim to recreate conditions similar to learning a native language at home, using strategies like motherese, focusing on concrete objects and actions, frequent repetition, and building on the child's utterances.
Foundations for reading and writing
Foundations for reading and writing from Language Development and Communication (LDC) domain in NC Foundations for Early Learning and Development
Hallmark of language development
This document discusses the development of language in children from birth through early word acquisition. It covers:
- How infants begin communicating nonverbally through gestures and vocalizations like cooing and babbling before learning words.
- The earliest receptive language skills in infants include speech perception and recognition of sounds and words in speech by 2 months of age.
- Productive language emerges through babbling, which resembles early meaningful words and aids linguistic development.
- Children's vocabularies grow rapidly around 18 months through "naming explosions" and they learn constraints to identify new words. Common early words include objects but other word types are also learned.
Language Acquisition: Lecture 1 Beginnings of Acquisition
This document outlines the stages of early language development in children. It discusses that before birth, babies become acclimated to their native language in the womb. From 6-8 weeks, babies begin cooing and making vowel-like sounds as they gain control of their vocal cords. The most important stage is babbling from 6-9 months, when babies experiment with consonant and vowel combinations like "ba" and "ma". Through babbling, babies expand and then contract the phonemes they produce to those of their native language. Gestures also begin as babies want to communicate without words, and by 12 months most children say their first recognizable word.
First language acquisition (interactionism)
This document discusses interactionist and developmental perspectives on language acquisition. It argues that innatist theories focus too much on the end state of language and not enough on its developmental process. Interactionism holds that language acquisition stems from children's innate ability to learn from social experience and exposure to language from caretakers. Caretaker talk, which includes modifications like slower speech, helps make language comprehensible to children. Children learn language through enjoying repetitive events, focusing on what they understand, and using their primary interests to communicate and build confidence.
The phonic methodology
The document discusses the phonic methodology for teaching reading. It defines phonic methodology as breaking words into smaller sounds and emphasizing letter-sound relationships. The goal of phonics is to help beginning readers understand the relationship between sounds and letters to decode words. There are two basic strategies for phonics - analytic/inductive which involves reasoning from specific words to rules, and synthetic/deductive which involves reasoning from rules to specific applications.
Infant language and literacy development
The document describes the stages of language development in infants from birth to 12 months. It discusses four stages: reflexes from birth to 1 month, primary circular reactions from 1-4 months, secondary circular reactions from 4-8 months, and coordination reactions from 8-12 months. During these stages, infants develop control over their bodies and an understanding of cause and effect. They also progress from involuntary reflexes to more intentional behaviors. The document also outlines characteristics of infant language development such as listening, speaking, print awareness, and book knowledge. Appropriate environments, materials, and adult interactions are described to support development at each stage.
ILD
Oral language development occurs in stages from birth through age 4. Babies first coo and babble consonant-vowel sounds between 4-6 months. Around 8-10 months, babbling becomes more varied and complex, resembling adult speech. From 1 year, children use single words and invented words. Between ages 2-3, they speak in short telegraphic phrases. By ages 3-4, most children are moderately fluent using oral language for communication. The development is facilitated through interactions with caregivers and peers in language-rich environments.
The antecedents of language development
The document discusses the antecedents of language development in children. It describes three early language development devices: pseudodialogues, protodeclaratives, and protoimperatives. Pseudodialogues involve give-and-take conversations between a child and parent where the adult maintains the conversation flow. Protodeclaratives use gestures to describe statements, while protoimperatives use gestures to request actions from others. The document also discusses bilingual language acquisition patterns like simultaneous and sequential bilingualism. Bilingualism provides cognitive advantages such as better metalinguistic skills and concept formation, but may cause limited vocabulary due to dividing words between two languages.
Techo meeting 26 03-12
The document discusses plans for a Techo Club event called Kermess on May 12th. It will include activities like hand-painting and a hammering competition. Volunteers will work in shifts to staff the different activities. There is also discussion of fundraising efforts to build 17 houses for 17 families, with construction planned for September. Grade level meetings will be held on upcoming Mondays to coordinate the fundraising and event.
Grow
The document discusses the concept of "steward theology" which encourages Christians to grow in their faith through gratitude, generosity, and trusting God. It describes Jesus as the perfect model of a steward and outlines 16 areas where stewards can grow, including worship, service, self-care, community, creation care, relationships, and trusting God's promises. The overall message is that living as grateful stewards in response to God's gifts allows Christians to derive meaning and purpose from their faith.
More Related Content
What's hot
Psychology 1170 presentation
This document discusses language development in infancy and early childhood. It covers the main theories of language development including behaviourism, nativism, and interactionism. Key influences on language development are infant-directed speech, repetition, parent interaction, and vocabulary usage. Early language milestones include babbling, first words around 12 months, and two-word sentences emerging around 18-24 months. There are individual differences in language development rates and styles. However, babies across cultures generally progress through similar stages of language acquisition.
Psycholinguistics
The document summarizes key aspects of language acquisition in children. It discusses the debate around nature vs nurture, and notes that both innate abilities and social interaction play a role. It then outlines the typical stages of language development in children, from early prelinguistic sounds to the one-word stage around 1 year old, two-word stage at 2 years, telegraphic stage from 2-3 years using short sentences, and continuing refinement into later childhood. The roles of vocabulary learning, grammar development, and social context are also addressed.
Describing learning mary carmen and diana u4
Children acquire language without conscious effort through exposure to the language used by their parents and others around them. As children get older, language acquisition becomes more difficult and requires more conscious effort as reasoning abilities develop. There are different theories about the distinction between language acquisition and learning. While acquisition refers to unconsciously picking up language through exposure, learning involves a more conscious understanding of grammar and rules. Effective language teaching methods aim to promote natural language acquisition through exposure and communication rather than just focusing on explicit learning and repetition of grammar rules.
Tuesday final ppt
This document discusses bilingualism in preschool children and strategies for teachers. It defines different types of bilingualism like simultaneous and successive. It also outlines stages of second language acquisition such as the observational period and telegraphic speech. The document recommends practices for teachers at each stage, including expanding on children's language. It emphasizes the importance of early literacy experiences in both the home language and English to support children's development in both languages.
Deaf children in hearing homes
This document discusses deaf culture and raising a deaf child. It notes that approximately 1 in 1000 babies are born deaf. When a child is discovered to be deaf, parents often feel shock, anger, and blame themselves. They must then make choices about communication methods, whether sign language, cochlear implants, or oral programs. However, only 23% of parents of deaf children learn sign language. The document emphasizes that deaf children who acquire sign language from their families have better communication, self-esteem, and mental health outcomes. It concludes by sharing a poem from the perspective of a deaf child whose family did not learn sign language.
Language development in early childhood
Between ages 2-6, children's vocabulary grows tremendously from 200 words to 10,000 words. During this period, children learn new words through fast mapping and contrasting new words with words they already know. Children also make guesses about word meanings and have biases like thinking a new word can only refer to one object. Adults can support language development by recasting what children say, expanding on their language, listening attentively, and encouraging further discussion. By ages 3-4, children have largely mastered basic grammar rules like subject-verb-object order, plural forms, and some verb tenses and prepositions, though questions and agreement can still be variable. Complex grammar is still developing through middle childhood.
Language acquisition the early years
The document discusses theories of language acquisition in children. It describes how children learn the major aspects of language like grammar, vocabulary and pronunciation in their first five years without formal education by being exposed to a language-rich environment. Two main theories discussed are the behaviorist theory, which claims that children learn through imitation and reinforcement, and the creative construction theory, which argues that children have an innate ability to acquire language and create new utterances. While both theories try to explain the process of language acquisition, each has weaknesses and the exact process is still being studied by linguists and researchers.
#How children learn language
Children learn language through everyday experiences, understanding words before saying them. Routines and repetition are important for language learning, as the more exposure a child has to a word through a familiar experience, the easier it is for them to understand and use that word. Children progress from understanding simple words and instructions to combining words and communicating, with patience and exposure over time leading to language development.
Language development
Stages of Language Development can be summarized in 3 sentences:
Infants first communicate through prelinguistic sounds like crying and cooing before learning single words to express thoughts and needs. Toddlers then move to two and three word expressions that show an awareness of basic linguistic rules. By ages 3 to 5, children start using longer sentences with grammar and can ask questions, using language similar to adults.
Stages of children development and the related theories
Children develop language skills in stages from infancy through adolescence according to various theories. In infancy, children progress from crying to babbling to first words according to behaviorist, nativist, and interactionist theories. In early childhood, vocabulary and grammar advance through techniques like fast mapping words and learning rules. By preschool, children converse effectively using culturally appropriate language. In adolescence, oral and written language continue maturing through skills like interpreting language in context.
Chapter 16 Brumfit
1. Research shows that young children can learn two languages simultaneously when exposed to both languages from a young age at home. The early childhood years provide an optimal period for language learning.
2. Young children learn language through social interaction, using gestures, sounds, and responding to tones of voice from an early age. As they explore their environment and impose structure on the language they hear, their cognitive and language abilities develop.
3. When teaching a second language to young children, teachers should aim to recreate conditions similar to learning a native language at home, using strategies like motherese, focusing on concrete objects and actions, frequent repetition, and building on the child's utterances.
Foundations for reading and writing
Foundations for reading and writing from Language Development and Communication (LDC) domain in NC Foundations for Early Learning and Development
Hallmark of language development
This document discusses the development of language in children from birth through early word acquisition. It covers:
- How infants begin communicating nonverbally through gestures and vocalizations like cooing and babbling before learning words.
- The earliest receptive language skills in infants include speech perception and recognition of sounds and words in speech by 2 months of age.
- Productive language emerges through babbling, which resembles early meaningful words and aids linguistic development.
- Children's vocabularies grow rapidly around 18 months through "naming explosions" and they learn constraints to identify new words. Common early words include objects but other word types are also learned.
Language Acquisition: Lecture 1 Beginnings of Acquisition
This document outlines the stages of early language development in children. It discusses that before birth, babies become acclimated to their native language in the womb. From 6-8 weeks, babies begin cooing and making vowel-like sounds as they gain control of their vocal cords. The most important stage is babbling from 6-9 months, when babies experiment with consonant and vowel combinations like "ba" and "ma". Through babbling, babies expand and then contract the phonemes they produce to those of their native language. Gestures also begin as babies want to communicate without words, and by 12 months most children say their first recognizable word.
First language acquisition (interactionism)
This document discusses interactionist and developmental perspectives on language acquisition. It argues that innatist theories focus too much on the end state of language and not enough on its developmental process. Interactionism holds that language acquisition stems from children's innate ability to learn from social experience and exposure to language from caretakers. Caretaker talk, which includes modifications like slower speech, helps make language comprehensible to children. Children learn language through enjoying repetitive events, focusing on what they understand, and using their primary interests to communicate and build confidence.
The phonic methodology
The document discusses the phonic methodology for teaching reading. It defines phonic methodology as breaking words into smaller sounds and emphasizing letter-sound relationships. The goal of phonics is to help beginning readers understand the relationship between sounds and letters to decode words. There are two basic strategies for phonics - analytic/inductive which involves reasoning from specific words to rules, and synthetic/deductive which involves reasoning from rules to specific applications.
Infant language and literacy development
The document describes the stages of language development in infants from birth to 12 months. It discusses four stages: reflexes from birth to 1 month, primary circular reactions from 1-4 months, secondary circular reactions from 4-8 months, and coordination reactions from 8-12 months. During these stages, infants develop control over their bodies and an understanding of cause and effect. They also progress from involuntary reflexes to more intentional behaviors. The document also outlines characteristics of infant language development such as listening, speaking, print awareness, and book knowledge. Appropriate environments, materials, and adult interactions are described to support development at each stage.
ILD
Oral language development occurs in stages from birth through age 4. Babies first coo and babble consonant-vowel sounds between 4-6 months. Around 8-10 months, babbling becomes more varied and complex, resembling adult speech. From 1 year, children use single words and invented words. Between ages 2-3, they speak in short telegraphic phrases. By ages 3-4, most children are moderately fluent using oral language for communication. The development is facilitated through interactions with caregivers and peers in language-rich environments.
The antecedents of language development
The document discusses the antecedents of language development in children. It describes three early language development devices: pseudodialogues, protodeclaratives, and protoimperatives. Pseudodialogues involve give-and-take conversations between a child and parent where the adult maintains the conversation flow. Protodeclaratives use gestures to describe statements, while protoimperatives use gestures to request actions from others. The document also discusses bilingual language acquisition patterns like simultaneous and sequential bilingualism. Bilingualism provides cognitive advantages such as better metalinguistic skills and concept formation, but may cause limited vocabulary due to dividing words between two languages.
What's hot (19)
Stages of children development and the related theories
Stages of children development and the related theories
Language Acquisition: Lecture 1 Beginnings of Acquisition
Language Acquisition: Lecture 1 Beginnings of Acquisition
Viewers also liked
Techo meeting 26 03-12
The document discusses plans for a Techo Club event called Kermess on May 12th. It will include activities like hand-painting and a hammering competition. Volunteers will work in shifts to staff the different activities. There is also discussion of fundraising efforts to build 17 houses for 17 families, with construction planned for September. Grade level meetings will be held on upcoming Mondays to coordinate the fundraising and event.
Grow
The document discusses the concept of "steward theology" which encourages Christians to grow in their faith through gratitude, generosity, and trusting God. It describes Jesus as the perfect model of a steward and outlines 16 areas where stewards can grow, including worship, service, self-care, community, creation care, relationships, and trusting God's promises. The overall message is that living as grateful stewards in response to God's gifts allows Christians to derive meaning and purpose from their faith.
Ppt for paascu, oct. 12, monday
The document discusses prophets and superheroes. It begins with objectives about defining prophets, their roles, and examples. Students then participate in an activity where they imagine themselves as superheroes. The document then discusses what qualifies someone as a prophet according to religious texts, the roles of prophets such as speaking for God and receiving revelations, and provides examples of prophets like Isaiah, Hosea, Amos, Ezekiel, Daniel, and Jeremiah. It concludes with a closure activity asking students to reflect on what they learned.
Green chalice presentation show revised
The document discusses the Green Chalice Program which encourages congregations to care for creation and be good stewards of the earth. It promotes the purchase of fair trade coffee, tea, chocolate and snacks to support small farmers and workers. The document also encourages recycling electronics, light bulbs, extra garden vegetables and donating them to the church garden table. Parishioners are invited to learn more about the church's sustainability efforts and join the Green Chalice Team.
10 stewardship and environment
God created the Earth and everything in it, including humanity, and gave humanity stewardship over His creation. As stewards, humans are responsible for caring for the environment, health, possessions, and gifts from God. The Sabbath was given to help people reflect on God as Creator. Humans are to care for animals and the Earth in a way that respects life but allows for reasonable use. Our bodies and talents are not our own but are on loan from God, so we must take care of them and use them for His purposes. True stewardship involves wisely and sustainably administering what God has provided for His glory.
Stewards of the Bay: An Affirmation for Eco-Justice
The document is an affirmation for eco-justice from a church group called Churches for the Chesapeake. It outlines steps the group will take to care for God's creation in the Chesapeake Bay watershed through worship, learning, lifestyle, and community involvement. These include conducting Creation-focused worship services, offering education classes on environmental topics, adopting sustainable practices, and advocating for policies that protect vulnerable communities and the environment. The affirmation is signed by the pastor and a congregation officer to officially adopt these eco-justice principles.
Creation lesson #3
God created humans to be stewards of creation and care for the earth and all its resources. However, when Adam and Eve disobeyed God by eating the forbidden fruit, it resulted in the fall of man and the introduction of sin and suffering into the world. Now, humans have a tendency towards sin and find it difficult to do good without God's grace. God's plan was for humans to know and love him, but the serpent deceived Adam and Eve into thinking disobedience would make them like God. Their choice set in motion humanity's need for a savior to rescue us from the wrongs we commit and bring us back into friendship with God.
Viewers also liked (8)
Stewards of the Bay: An Affirmation for Eco-Justice
Stewards of the Bay: An Affirmation for Eco-Justice
Similar to Pg. 105-108
Early readingskills
The document discusses early reading skills development and phonemic awareness instruction. It explains that phonemic awareness is an important precursor to reading, involving understanding that speech is composed of individual sounds. The document outlines a progression of reading skills and describes various assessments and teaching methods for developing phonemic awareness in early readers, including language games, modeling, and scope and sequence of skills. It also discusses the Reading Recovery intervention program.
Early readingskills
This document discusses the importance of early reading interventions and phonemic awareness. It outlines the progression of reading skills from understanding concepts of words to fluency and comprehension. Phonemic awareness is identified as an important early reading skill involving understanding that speech is composed of individual sounds. The document describes different levels of phonemic awareness and why directly teaching these skills is important for reading success. Methods for assessing and explicitly teaching phonemic awareness are provided.
Literacy skills presentations
The document discusses the stages of reading development from emergent literacy to advanced reading. It describes the key characteristics of each stage, including how children develop phonemic awareness, knowledge of the alphabetic system, decoding and encoding skills, fluency and comprehension. The corresponding stages of spelling development are also addressed at each reading stage. Suggested instructional approaches that support reading at each level are provided.
Enrichment programme structure
The document summarizes the enrichment programme structure at Te Whare Poipoi. It groups children according to spelling ability and aims to develop literacy skills like phonological awareness, visual discrimination, sequencing, and reading fluency. The programme uses activities like sound boxes, word building, speed reading, rhyming, syllabification, reading, proofreading and dictation to practice spelling lists and focus words. It emphasizes consolidating and practicing these skills to help children who struggle with literacy.
Final pre k
The document outlines the philosophy and approach to early childhood education at the AS Early Childhood Education Center, which views children as innately curious learners best supported through collaborative learning communities. The center aims to ensure children's growth across all developmental domains in a safe, nurturing environment centered around families. Specific policies guide language usage, teaching styles, and the development of pre-k skills like phonological awareness.
Early language aquisition # zahraa khudhair &helen hamed
This document summarizes key aspects of early language acquisition in children. It discusses pre-linguistic communication through gestures before children start using words. As children's vocabulary grows, they start combining words, first using holophrases and then two-word utterances that follow semantic roles. Grammatical categories emerge as children learn order rules and map semantic roles to syntactic positions. Both speech perception and production develop from babbling to first words to combining words. The acquisition of sign language follows similar developmental patterns to spoken language acquisition.
Early Reading Skills
The document discusses the importance of early reading skills like phonemic awareness. Phonemic awareness involves understanding that spoken words are made up of individual sounds. It is an important precursor to learning letters and reading. Effective phonemic awareness instruction should involve modeling sounds, using games to blend and segment sounds, and progressing from larger to smaller linguistic units. Assessments like DIBELS can track students' phonemic awareness skills and progress. Interventions should explicitly teach sounds at the phoneme level and integrate phonological awareness with letter knowledge.
Presentation onPhonological-Phonemic Awareness.pptx
This document discusses early language literacy and numeracy with a focus on phonological and phonemic awareness, which are important for beginning reading. It defines phonological awareness as focusing on the sounds of speech including rhythm, rhymes, syllables, and phonemic awareness as a subset that focuses on individual sounds in words. The document provides examples of phonological awareness tasks like word awareness, alliteration, syllable awareness, and rhyming. It also defines and compares phonological versus phonemic awareness. The objectives are to understand the importance of phonological/phonemic awareness in teaching reading and gain familiarity with related tasks and assessments.
Phonemic Awareness
The document is a presentation about phonological and phonemic awareness given by two speech language pathologists. It discusses the importance of phonological awareness skills for reading development. It defines phonological awareness as understanding how oral language can be divided into smaller units like words, syllables, onsets/rimes, and individual phonemes. Phonemic awareness is the ability to segment and manipulate individual sounds in words. The presentation provides strategies to develop these skills, such as rhyming activities, syllable segmentation, initial/final sound identification, and blending/segmenting of phonemes.
66 Young Children • November 2012© Susan Woo.docx
66 Young Children • November 2012
©
S
us
an
W
oo
g
W
ag
ne
r
®
2, 3
A
teacher once told me, “Don’t use a 50-cent
word when a 5-cent word will do.”
While current expression of such senti-
ments might differ, we commonly follow this
practice in many early childhood classrooms.
Adults often use simple words instead of complex words
when talking to young children. Reasons vary from teach-
ers’ beliefs that young children cannot understand sophis-
ticated vocabulary because they are too young or have
limited language skills, to teachers’ unfamiliarity with com-
plex words or with strategies for supporting vocabulary.
As a consequence, sophisticated vocabulary learning is
thwarted and opportunities to nurture children’s curios-
ity about words go unrealized. In this article, I show how
to fortify the vocabulary knowledge of soon-to-be readers
with sophisticated vocabulary—words that are high level,
communicate subtleties in detail, and are less common in
everyday parlance (sometimes called rare words).
Sagacious, Sophisticated, and Sedulous
The Importance of Discussing
50-Cent Words
with Preschoolers
Molly F. Collins, EdD, is a lecturer in the Department of Teaching and Learning at Peabody College, Vanderbilt University, in Nash-
ville. Molly’s teaching and research focus on children’s vocabulary acquisition and story comprehension, and on instructional quality
in preschool. She is the coauthor with Judith A. Schickedanz of the 2012 NAEYC book So Much More Than the ABCs. [email protected]
vanderbilt.edu
Molly F. Collins
Young Children • November 2012 67
Early language foundations for reading
development
Research on the early foundations of reading distin-
guishes two categories of skills—one related to word recog-
nition and the other related to comprehension. Print knowl-
edge, beginning writing skills, and phonological awareness
have been grouped together as word recognition skills
because they help children decode text. These code-related
skills account for most of a child’s success in word recog-
nition, the major task of beginning reading. Vocabulary,
syntactic and discourse skills, and background knowledge
have been grouped together as oral language or comprehen-
sion skills (Storch & Whitehurst 2002; Sénéchal, Ouellette, &
Rodney 2006). Developed in preschool, oral language skills
predict later reading comprehension beyond the contribu-
tion made by word recognition skills in the early grades
(NICHD Early Child Care Research Network 2005).
Vocabulary is highly sensitive to early adult input and
critical to preventing later reading comprehension difficul-
ties (Dickinson et al. 2003). Also, vocabulary is causally
related—that is, it helps reading comprehension (Dickinson
et al. 2003)—and it is highly correlated with the rate of
learning new words (Hart & Risley 1995). Thus, a meager
beginning vocabulary slows the rate of vocabulary learning,
which compromises reading comprehension. .
Tesl session 7-teaching reading
This document discusses the importance of oral language and phonological awareness for developing reading skills. It identifies six key components of teaching reading: oral language, phonological awareness, phonics, fluency, vocabulary and comprehension. For phonological awareness, it explains the hierarchy of skills from rhythm and rhyme to phoneme manipulation. It also discusses principles for teaching phonics systematically using a synthetic approach with explicit instruction of letter-sounds and blending. Developing oral language skills from an early age helps provide the foundation for learning to read.
GUIDANCE AND COUNSELING
This document discusses theories of language development including the learning perspective, nativist perspective, and interactionist perspective. It covers the prelinguistic, holophrase, telegraphic, and preschool periods of language development. Key topics include the acquisition of phonology, morphology, syntax, semantics and pragmatics. Environmental and biological factors that influence language learning are also addressed.
The ABC'sof ELAR
The document provides definitions for key terms related to early literacy and language arts (ELAR). It defines 26 terms from A to Z, including alliteration, bottom-up approach, criterion-referenced tests, denotation, emergent readers, fluency disorders, graphemes, homophones, imitation, journals, K-W-L charts, language play, morphemes, norm-referenced tests, open-class words, phonemes, questioning, reciprocal teaching, syntax, top-down approach, using parts of a book, visualizing, whole language approach, lexicon, syllabication, and graphic organizers. Each definition is 1-2 sentences and provides a concise explanation of the educational concept
Early literacy night 2007
The document summarizes an early literacy presentation given by teachers and a reading specialist. It discusses the importance of early identification of struggling readers and establishing foundational literacy skills like phonological awareness and phonics from an early age. Assessment tools like DIBELS are used to monitor students' progress in key early literacy areas and identify students who may need additional support.
Santrock tls 5_ppt_ch09
This document summarizes language development across the lifespan from infancy through adulthood. It discusses the key components and rule systems of language, how language develops in infants and children, the influence of biological and environmental factors, and changes in language abilities through adolescence and adulthood.
Assessment And Instruction For Phonemic Awareness And Word Recognition Skills
The document discusses phonemic awareness, which involves understanding that words are composed of smaller segments of sound and awareness of individual speech sounds. Phonemic awareness develops over time in predictable ways from preschool through elementary school. It is an important predictor of reading ability and students with speech or language impairments are at higher risk for difficulties acquiring phonemic awareness and learning to read. The chapter will focus on assessing and instructing phonemic awareness and word recognition skills using a Response to Intervention framework.
21st century literacy skills in elementary teachingethods and strategies
This document provides information about strategies for developing literacy skills. It discusses emergent literacy skills like exposure to books, pictures, letters, words, sounds and read aloud experiences. It describes the six basic strategies for developing literacy as phonemic awareness, phonics instruction, fluency instruction, vocabulary instruction, and comprehension instruction. For each strategy, it provides details on how to demonstrate or teach those skills. The document also discusses beginning reading skills, functional literacy, 21st century skills like student-led learning, inquiry-based learning, collaborative activities, higher order thinking skills activities and creative learning. It provides examples and strategies for implementing each of these skills in the classroom.
21st century literacy skills in elementary teachingethods and strategies
This document provides information about strategies for developing literacy skills. It discusses emergent literacy skills like exposure to books, pictures, letters, words, sounds and read aloud experiences. It describes the six basic strategies for developing literacy as phonemic awareness, phonics instruction, fluency instruction, vocabulary instruction, and comprehension instruction. For each strategy, it provides details on how to demonstrate or teach those skills. The document also discusses beginning reading skills, functional literacy, 21st century skills like student-led learning, inquiry-based learning, collaborative activities, higher order thinking skills activities and creative learning. It provides examples and strategies for implementing each of these skills in the classroom.
Chapter1 literacybeginnings
This chapter discusses children's literacy development. It covers how language, thinking, and learning are connected through schemas. The four systems of spoken language are pragmatics, semantics, syntax, and phonology. Phonological and phonemic awareness are important for reading. The four systems of written language are function, meaning, forms, and the meaning-form link. Developmental changes in children's reading and writing include awareness/exploration, experimental, and conventional stages. Assessment and monitoring of reading and writing are important to track progress and determine if intervention is needed.
Reading #2
The document discusses the five essential components of reading: phonemic awareness, phonics, fluency, vocabulary, and comprehension. It provides key strategies to teach each component, such as talking to kids to develop phonemic awareness and reading practice to build fluency. The document also discusses theoretical models of reading, factors that affect reading development, and the developmental stages of reading in children from birth through high school.
Similar to Pg. 105-108 (20)
Early language aquisition # zahraa khudhair &helen hamed
Early language aquisition # zahraa khudhair &helen hamed
Presentation onPhonological-Phonemic Awareness.pptx
Presentation onPhonological-Phonemic Awareness.pptx
Assessment And Instruction For Phonemic Awareness And Word Recognition Skills
Assessment And Instruction For Phonemic Awareness And Word Recognition Skills
21st century literacy skills in elementary teachingethods and strategies
21st century literacy skills in elementary teachingethods and strategies
21st century literacy skills in elementary teachingethods and strategies
21st century literacy skills in elementary teachingethods and strategies
Recently uploaded
Benner "Expanding Pathways to Publishing Careers"
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Leveraging Generative AI to Drive Nonprofit Innovation
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Stack Memory Organization of 8086 Microprocessor
The stack memory organization of 8086 microprocessor.
Walmart Business+ and Spark Good for Nonprofits.pdf
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Pengantar Penggunaan Flutter - Dart programming language1.pptx
How to Setup Warehouse & Location in Odoo 17 Inventory
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
The History of Stoke Newington Street Names
Presented at the Stoke Newington Literary Festival on 9th June 2024
www.StokeNewingtonHistory.com
HYPERTENSION - SLIDE SHARE PRESENTATION.
IT WILL BE HELPFULL FOR THE NUSING STUDENTS
IT FOCUSED ON MEDICAL MANAGEMENT AND NURSING MANAGEMENT.
HIGHLIGHTS ON HEALTH EDUCATION.
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
Physical pharmaceutics notes for B.pharm students
Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"
Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"National Information Standards Organization (NISO)
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.Wound healing PPT
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Recently uploaded (20)
Leveraging Generative AI to Drive Nonprofit Innovation
Leveraging Generative AI to Drive Nonprofit Innovation
Walmart Business+ and Spark Good for Nonprofits.pdf
Walmart Business+ and Spark Good for Nonprofits.pdf
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Pengantar Penggunaan Flutter - Dart programming language1.pptx
How to Setup Warehouse & Location in Odoo 17 Inventory
How to Setup Warehouse & Location in Odoo 17 Inventory
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
REASIGNACION 2024 UGEL CHUPACA 2024 UGEL CHUPACA.pdf
REASIGNACION 2024 UGEL CHUPACA 2024 UGEL CHUPACA.pdf
Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"
Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"
Pg. 105-108
- 1. Chapter 4 (pg. 105-108) Lauren, MJ, Meredith, Lisa, & Daisy