The document discusses identifying and selecting lesson aims. It explains that main aims state what learners will be able to do, subsidiary aims are linked skills needed to achieve the main aim, and personal aims focus on an aspect the teacher wants to improve. Effective aims are learner-centered, specify the context and skills, and allow measuring learner achievement. Procedures should have stage aims describing the purpose of each section.
Assignment Instructional Practices for Emergent Literacy Learners.docxrock73
Assignment: Instructional Practices for Emergent Literacy Learners
Complete Part II: Write a reflection paper on your instructional lesson plan and address the following: Using APA style 2 pages. Copy of instructional lesson is paste below.
· Explain how you promoted literacy learners' strategic processing and metacognition in the reading and writing processes.
· Evaluate the effectiveness of the lesson based on specific data you collected during this lesson.
· Explain how you could have differentiated the lesson to meet the needs of literacy learners requiring additional support.
· Analyze the data to determine next steps for the student and reflect on what you might do differently next time.
Helpful Reference
Rog, L. J. (2007). Marvelous minilessons for teaching beginning writing, K–3. Newark, DE: International Reading Association.
· Chapter 1, “Developmental Stages of Writing” (pp. 1–18)
Use this chapter to guide your understanding of the developmental stages of writing instruction and how to support them in the classroom.
Ciampa, K. (2012). Reading in the digital age: Using electronic books as a teaching tool for beginning readers. Retrieved from http://files.eric.ed.gov/fulltext/EJ981797.pdf
Davidson, C. (2009). Young children’s engagement with digital texts and literacies in the home: Pressing matters for the teaching of English in early years of schooling. Retrieved from http://education.waikato.ac.nz/research/files/etpc/files/2009v8n3art3.pdf
This Copy of instructional lesson plan
Setting/Grade Level: Kindergarten
Subject(s): Reading School: California Elementary School
Date: Theme/Title:
1. PLANNING
Standards Addressed
List the standards by including the state, number of the standard(s), and a description of the standard(s).
In this study, the California Common Core State Standards which; describes the standards for all grades; are utilized. The grade level that is being addressed and referred to; is the kindergarten level, and the subject to be addressed is reading.
As explained, these standards are associated with the California state. The standards are as follows;
A). understanding print content. The students should be able to understand the organization of printed word and thus manage to follow sentences from right to left, page from top to bottom and pages from page one to the next. The students should also understand that spoken word could be; presented; through writing and that, words are separated by spaces when printed or even handwritten.
b). Phonological awareness. The students should attain an understanding of spoken word, sounds and syllables. They should thus understand aspects like rhyming of words and segmentation of syllables in words.
c). Phonics and recognition of words. Students should be able to apply grade level phonics and decode words both in isolation and in texts.
d). reading any form of reading texts with a lot of understanding the text and with a purpose (C ...
Assignment Instructional Practices for Emergent Literacy Learners.docxrock73
Assignment: Instructional Practices for Emergent Literacy Learners
Complete Part II: Write a reflection paper on your instructional lesson plan and address the following: Using APA style 2 pages. Copy of instructional lesson is paste below.
· Explain how you promoted literacy learners' strategic processing and metacognition in the reading and writing processes.
· Evaluate the effectiveness of the lesson based on specific data you collected during this lesson.
· Explain how you could have differentiated the lesson to meet the needs of literacy learners requiring additional support.
· Analyze the data to determine next steps for the student and reflect on what you might do differently next time.
Helpful Reference
Rog, L. J. (2007). Marvelous minilessons for teaching beginning writing, K–3. Newark, DE: International Reading Association.
· Chapter 1, “Developmental Stages of Writing” (pp. 1–18)
Use this chapter to guide your understanding of the developmental stages of writing instruction and how to support them in the classroom.
Ciampa, K. (2012). Reading in the digital age: Using electronic books as a teaching tool for beginning readers. Retrieved from http://files.eric.ed.gov/fulltext/EJ981797.pdf
Davidson, C. (2009). Young children’s engagement with digital texts and literacies in the home: Pressing matters for the teaching of English in early years of schooling. Retrieved from http://education.waikato.ac.nz/research/files/etpc/files/2009v8n3art3.pdf
This Copy of instructional lesson plan
Setting/Grade Level: Kindergarten
Subject(s): Reading School: California Elementary School
Date: Theme/Title:
1. PLANNING
Standards Addressed
List the standards by including the state, number of the standard(s), and a description of the standard(s).
In this study, the California Common Core State Standards which; describes the standards for all grades; are utilized. The grade level that is being addressed and referred to; is the kindergarten level, and the subject to be addressed is reading.
As explained, these standards are associated with the California state. The standards are as follows;
A). understanding print content. The students should be able to understand the organization of printed word and thus manage to follow sentences from right to left, page from top to bottom and pages from page one to the next. The students should also understand that spoken word could be; presented; through writing and that, words are separated by spaces when printed or even handwritten.
b). Phonological awareness. The students should attain an understanding of spoken word, sounds and syllables. They should thus understand aspects like rhyming of words and segmentation of syllables in words.
c). Phonics and recognition of words. Students should be able to apply grade level phonics and decode words both in isolation and in texts.
d). reading any form of reading texts with a lot of understanding the text and with a purpose (C ...
Good teaching happens when competent teachers with non-discouraging personalities use non-defensive approaches to language teaching and learning, and cherish their students. Author: Dr. James E. Alatis
Dean Emeritus, School of Languages and Linguistics, Georgetown University.
Good teaching happens when competent teachers with non-discouraging personalities use non-defensive approaches to language teaching and learning, and cherish their students. Author: Dr. James E. Alatis
Dean Emeritus, School of Languages and Linguistics, Georgetown University.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
2. Main aims
The overarching aim of the lesson. These tend to be worded very specifically, The
language learners will understand or be able to use, and the context they will
understand be able to use this language are usually stated. e.g., learners will be
able to discuss leisure plans for the coming week, using the present continuous
forms.
Subsidiary aims
Second in importance to the main aim. These tend to be worded less specifically
than main aims, and are linked to the main aims of the lesson. e.g.: to enable
learners to review/activate previously learnt lexis relating to leisure interests.
Personal aims
These focus on an aspect of teaching the teacher him or herself would like to
practise/experiment with/improve on, e.g : to provide learners with more
effective feedback
3. • Gist noun, global understanding, listen/read for gist, listen/read for global
understanding phrases
To read or listen to a text and understand the general meaning of it, without
paying attention to specific details – for example, reading a restaurant review
quickly to find out if the writer liked the restaurant or not.
• Detail noun, read for detail, listen for detail phrase
To listen to or read a text in order to understand most of what it says; e.g.
learners listening for detail to someone talking about a their last holiday
would have a task to listen for where the holiday was, when it was, how long
it was, what things the person did etc.
4. Look at the table. Can you work out what the difference is between main
aims, subsidiary aims and personal aims?
Main Aim Subsidiary Aims Personal Aims
To practice making polite
requests in the context of
making holiday
arrangements.
Example exponent:
Could you give me some
information about hotels?
Grammar: to revise modal
auxiliary verbs.
Functional exponents:
Could/would you?
Vocabulary: to consolidate
lexis for travel
accommodation.
Phonology: to focus on
intonation.
Speaking: to give
controlled oral practice.
To improve my
organisation of the
whiteboard.
To give clearer examples.
5. • Main Aim
Describes the most important thing we want the learners to achieve in a
lesson or sequence of learners.
We may want learners to understand and practise using new language; to
reinforce or consolidate (i.e to make stronger) the use of language they
already know by giving them further practice; or to revise language they have
recently learnt. If the main aim is to teach new language, the lesson plan
should also include an example of the target language we are planning to
teach.
6. • Subsidiary aims
Show the language or skills learners must be able to use well in order to
achieve the main aim of the lesson.
In the example table, the main aim is to practise making polite requests;
subsidiary aims describe the language and skill that learners will need to
make these requests.
Subsidiary aims usually contain language way of making sure that our lesson
plan focuses on what we want our learners to learn to the next, building up
out learners’ knowledge or skills in the best order.
In addition, to the main aim and subsidiary aims, a lesson plan will also
include a number of stage aims, describing the particular purpose of each
stage (or short section) of the lesson.
7. Procedure Stage aims
Show students pictures of various holiday
destinations. Ask them to talk about their
last holiday.
To contextualise the topic of holidays
Tell two short stories about holidays (one
true, one untrue). Invite students to ask
questions and then to guess which story is
true.
To give students a model for the speaking
activity.
Allow time for students to plan their own
story, which may be true or not.
To give students time to plan their
speaking.
In groups students tell their stories. The
rest of the group ask questions and guess
if the story is true or not.
To give students fluency practice.
To provide opportunities to practise the
sequence of tenses in a spoken narrative.
8. Discuss these learning aims. Are they main, subsidiary or personal?
• To use strategies for dealing with unknown words in reading comprehension
passages: deducing meaning from context, using knowledge of the world, using word
structure
• To improve handwriting on the board
• To revise language for describing people
• To use narrative tenses simple past and past continuous to create stories on the
theme of Hallowe’en
• To develop learners’ ability to express opinions
• To give learners a chance to speak without correcting them every time they make a
mistake
• To give instructions to learners in English
• To use imperatives to write instructions for making hot drinks
• To expand vocabulary on the topic of the environment
9. Why is setting lesson aims important?
They provide a purpose and direction for teaching and learning
They enable teachers to focus on what their learners need to achieve
They help teachers to adapt textbooks to their learners’ needs
They provide a framework for the lesson
They help teachers to select appropriate materials and activities
They help teachers to anticipate possible problems and build in solutions
They can serve as a reference point for teachers to measure learners’
achievements
10. Less Effective aim
Which is less effective?
• 1) Learners will be able to use the present perfect
simple to describe situations in their lives which
began in the past and are still continuing.
• 2) To teach the present perfect simple with time
adverbials.
11. Now think about the less effective aim. What
made it less effective?
1. It doesn’t say what learners will be able to do
2. It doesn’t give a context
3. It is vague and lacking in detail
4. It would be difficult to measure if learners has achieved the
aim.
12. How do you check lesson aims are effective? Write
your ideas in the box. Suggested checklist for writing
effective lesson aims
• Learning - centred, focus on what learners will be
able to do
• Say which situation, context etc, the language will be
used in
• State exactly which sub-skills will be developed, and
the context
• Ensure the aims are measurable, ie, how will
teachers know that learners can understand and
perform the target language/situations described in
the aims
13. Procedures and
Stage Aims
1.Students move around the
classroom to find partners with
newspaper headlines about the
same story.
To get students actively
involved/ To put students
into pairs.
2. In pairs, they exchange ideas
about what they find difficult in
reading authentic texts.
To raise awareness of
what the lesson aim will
be/ to encourage
personal involvement.
3. They say what they think their
story will be about from the
headlines and make note of the
main points they expect to read.
To use limited information
to predict possible
content
14. 4. Pairs read the two newspaper
stories and compare the two
newspaper stories.
5. They list the similarities and
differences between the two
newspaper stories
To read for gist/ to check
predictions
To read for more detailed
information
A.To practise deducing
meaning from context
6. They try to work put the
meanings of new words, using the
language that they know in the
text.
15. 7. They prepare and give a short
presentation on their articles to
the rest of the class.
8. Teacher asks students to
summarise what they have done.
To check students’
understanding of what
they have read and
activate language.
To review the whole
lesson/ to give the
teacher feedback