Quality control
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The document summarizes test results from 77 students in the first basic level at Logos Preschool. Listening, reading, writing and speaking skills were assessed. The results showed that most students were at a beginning level of English proficiency. The document proposes reinforcing English use throughout the school day and using more hands-on, meaningful activities to help students improve their skills.
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This document discusses a case study of a student named Zek who is struggling with reading in 3rd grade. Initial assessments found gaps in Zek's phonemic awareness and letter identification skills. The teacher implemented a 10-day program to teach Zek letters and their sounds. Data was collected on Zek's progress, finding a discrepancy between his actual and desired levels of letter recognition and sounds. The program helped Zek start to identify letters and sounds, though continued support will be needed for him to fully develop reading skills. The document advocates for early identification and intervention for students at risk for reading difficulties.
2136
The document discusses learning styles, strategies, and vocabulary learning techniques. It defines learning styles as an individual's approach to taking in and processing new information. The three main styles are visual, auditory, and tactile/kinesthetic. Learning strategies are purposeful steps used to comprehend, recall, and apply knowledge. Examples include note-taking, repetition, and questioning. Vocabulary learning techniques involve using new words in context, relating them to prior knowledge, and using dictionaries, among other methods.
Lesson plan reading - speaking
This document outlines a lesson plan for an English class on responding to initial greetings. The plan covers: learning objectives focused on understanding and expressing greetings; sample greetings like "How are you?"; a discussion-based teaching method; and an assessment of students' ability to greet others orally. Students will discuss and present greetings, be evaluated on pronunciation during speaking, and demonstrate greeting each other in groups. The goal is for students to correctly respond to and express basic greetings.
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- Shared reading using strategies like C-A-R (comment, ask, respond) can promote language development.
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Teaching English to Students with Learning Difficulties by Elena Xidopoulou
The word that doesn't belong in the first group is "pan" because it doesn't start with the /s/ sound like the other words.
The word that doesn't belong in the second group is "sell" because it doesn't contain a short vowel sound like the other words.
The word that doesn't belong in the third group is "mad" because it doesn't contain the /k/ sound like the other words.
The word that doesn't belong in the fourth group is "pin" because it doesn't contain the /b/ sound like the other words.
The word that doesn't belong in the fifth group is "zoo" because it doesn't contain a short vowel sound like the other
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Hmh Splash into Pre K Planning 2015
Children learned about giants through the story of Jack and the Beanstalk. Activities included planting beans to grow giants, measuring objects like trees to compare sizes, and doing arts and crafts like a green giant painting. They also played giant-themed games like giant tag and did a giant dance. The goals were to develop language and literacy skills around the story, math skills with measurement, and social-emotional skills through cooperative activities like setting a giant picnic.
¿Cómo le digo?
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2) Assignments address learning strategies like reading stories to students, using interactive writing, and demonstrating language produced by students.
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Ijtlhe141
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Quality control
- 1. Patricia Caamaño Denisse Cordero Natalia Guerrero Daniela Rohde
- 2. Background Logos Preschool 5 - 6 years old children first basic A-B-C-D To know in which level (beginning/intermediate/ advanced)are students and apply our English To improve their program according to knowledge their neccesities . estimulating their skills.
- 3. Logos Pre-school •First Basic A: 20 students. •First Basic B: 20 students. •First Basic C: 19 students. . •First Basic D: 18 students •Total: 77 students.
- 5. English Areas Listening Reading Writing Speaking Students identify Students name letters and objects or images, Students numbers, and Students write answer questions demonstrate about objects, read isolated letters, comprehension describe the use of letters and numbers, and of simple nouns the objects and simple words simple words discuss what is and adjectives. aloud. happening in a picture
- 6. Pre-test results First Basic “A” LISTENING WRITING Advanced Intermediate Beginning Advanced Intermediate Beginning 0% 0% 15% 50% 50% 85%
- 7. Pre-test results First Basic “A” READING SPEAKING Advanced Intermediate Beginning Advanced Intermediate Beginning 5% 10% 35% 33% 60% 57%
- 8. Pre-test results First Basic “A” 1"A" TOTAL SCORE LEVEL Advanced Intermediate Beginning 0% 14% 86%
- 18. Early Childhood Development According to Hernández (2008) Principles of Educational Context The boys and girls: • Learn through social interact between other children and adults. • They build their knowledge. • Learn playing. • Attention to their differences.
- 19. Gross Motor Skills Movement is basic Psychic and motor in children skills interaction. development.
- 20. Autonomy (Guia Portage) Solve problems by themselves Social process (construction of knowledge) Active role on learning process
- 21. Listening and speaking • Sing songs, tell rhymes, dramatize including gestures (feelings) and body movements • Describe behaviors, actions or functions • Describe pictures • Retell a story in sequence • Understand and answer simple questions.
- 22. Reading Students are able to: • Recognize some letters to decode some simple; phonetic words • Identify and recognize from 1 to 3.
- 23. Writing Students are able to: • write some isolated letters and numbers . • Write numbers from 1 to 3. • Copy simple words from the board.
- 24. Strategies • Fine motor skills • Gross motor skills • Comprehension • Listening • Production
- 25. Proposal • Reinforce the importance of using English language at lunch time, recess, bathroom, swimming pool class. • Familiarize children with the language. • Elaborate more works out of the classroom. • Work with concrete and real material. • Make more activities in which the children can explore (meaningful activities).