Reprinted from Young Children • January 2011 91
®
2, 3
ReseaRcheRs widely Recommend
storybook reading for promoting the
early language and literacy of young
children. By listening to stories, chil-
dren learn about written syntax and
vocabulary and develop phonologi-
cal awareness and concepts of print,
all of which are closely linked to
learning to read and write (National
Early Literacy Panel 2008). Teachers
usually know a read-aloud experi-
ence has been effective because
they see the children maintain their
interest in the story, relate different
aspects of the story to their own
experiences, describe the illustra-
tions, and ask questions about the
characters and plot.
However, listening to a story read
aloud can be a very different experi-
ence for children who speak a lan-
guage other than English. What
happens when the children are read
to in a language they are just begin-
ning to learn? What happens when
an English-speaking teacher reads
a story to a group of children who
are learning English as a second
language?
As illustrated in the vignette at the
beginning of this article, teachers
often describe young dual language
learners in their class as distracted
and unengaged during read-aloud
sessions in English. In this article,
we describe teaching strategies that
English-speaking teachers can use
when reading aloud to young dual
language learners. These strategies
are part of the Nuestros Niños Early
Language and Literacy Program, a
professional development interven-
tion designed to improve the quality
of teaching practices in prekin-
dergarten classrooms to support
Spanish-speaking dual language
learners (Castro et al. 2006). The
intervention was developed and
evaluated in a study funded by
the US Department of Education.
Teachers from the North Carolina
More at Four Pre-Kindergarten
Storybook
Reading
for Young
Dual Language
Learners
Cristina Gillanders and
Dina C. Castro
Cristina Gillanders, PhD, is a researcher at the FPG Child Development Institute at the
University of North Carolina–Chapel Hill. She was an investigator in the Nuestros Niños
study, and has worked with dual language learners as a bilingual preschool teacher,
teacher educator, and researcher. [email protected]
Dina C. Castro, PhD, is a senior scientist at the FPG Child Development Institute. She
was the principal investigator for the Nuestros Niños study. Her research focuses on
improving the quality of early education for children from diverse cultural and linguistic
backgrounds. [email protected]
Photos courtesy of the authors.
A study guide for this article will be available in mid-January online at www.naeyc.org/yc.
In a community of practice meeting, teach-
ers discuss their experiences reading
aloud to dual language learners.
Susan: When I am reading a story, the
Latino children in my class just sit there.
They look at me, but you can tell that they
are not engaged in the story.
Lisa: ...
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.
The document discusses several key aspects of teaching vocabulary to young language learners:
1. Both formal instruction of word meanings and informal exposure to words through activities are important. Young learners need repetition to acquire vocabulary over time.
2. A variety of word types should be taught, including nouns, verbs, adjectives, and others. Useful words are high frequency words learners will encounter.
3. Both direct instruction of word meanings and indirect teaching of strategies to determine meanings are effective approaches. Young learners need opportunities to use new vocabulary in context.
This document discusses factors to consider when teaching English to young learners and designing teaching materials. It notes that teaching English to young learners requires understanding theories of second language acquisition and child development. When designing materials, teachers should make lessons engaging by incorporating games, songs, hands-on activities and media. Lessons should also be topic-based to help students associate vocabulary and language with real-world topics of interest. Additionally, classroom management is important to create a supportive environment where students feel secure taking risks with the new language.
This document discusses teaching English to students learning English as an additional language. It defines who English language learners are and emphasizes the importance of understanding students' socio-cultural backgrounds. Theories on first and second language acquisition are examined, including behavioral, innatist and interactionist perspectives. Stages of second language development and implications for instruction are also outlined. The document stresses the need for explicit instruction, modeling, practice and support for English language learners that is differentiated from teaching English as a first language.
The document discusses various methods for teaching language and literacy. It describes synthetic and analytic approaches to teaching second languages, with synthetic focusing on breaking down grammar rules and analytic using immersion. For reading instruction, it examines whole-word, phonics, and whole-language methods. It also covers topics like bilingual education, sign language literacy, and teaching students who speak non-standard dialects. Overall, it suggests an eclectic approach that combines strengths of different methods is often most effective.
This document summarizes a learning plan for a bilingual education classroom. It discusses several key points:
1) The classroom uses a 90/10 bilingual model, with most instruction in Spanish but some English group time for reading and singing. This supports students with speech/language impairments in their first language of Spanish.
2) The plan aims to increase parent engagement through home visits, questionnaires, inviting parents to share skills and experiences in the classroom, and meetings to discuss the education system and benefits of bilingualism.
3) Techniques to promote students' language development include using visuals, gestures, total physical response, sheltered instruction with scaffolding, and thematic and hands-on lessons
The document discusses various methods for teaching language and literacy. It describes synthetic and analytic approaches to teaching second languages, with synthetic focusing on breaking down grammar and analytic using relevant topics. For reading instruction, whole-word, phonics, and whole-language approaches are compared. The document also covers challenges in teaching literacy to deaf students and the benefits of bilingual education versus English-only models.
Mythbusters of second language acquisition Carla Huck
This was a presentation to content-area teachers in our high school - they each had a whiteboard and wrote true/false to the statements before we revealed the responses and rationale; all elements were then linked to practical classroom strategies.
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.
The document discusses several key aspects of teaching vocabulary to young language learners:
1. Both formal instruction of word meanings and informal exposure to words through activities are important. Young learners need repetition to acquire vocabulary over time.
2. A variety of word types should be taught, including nouns, verbs, adjectives, and others. Useful words are high frequency words learners will encounter.
3. Both direct instruction of word meanings and indirect teaching of strategies to determine meanings are effective approaches. Young learners need opportunities to use new vocabulary in context.
This document discusses factors to consider when teaching English to young learners and designing teaching materials. It notes that teaching English to young learners requires understanding theories of second language acquisition and child development. When designing materials, teachers should make lessons engaging by incorporating games, songs, hands-on activities and media. Lessons should also be topic-based to help students associate vocabulary and language with real-world topics of interest. Additionally, classroom management is important to create a supportive environment where students feel secure taking risks with the new language.
This document discusses teaching English to students learning English as an additional language. It defines who English language learners are and emphasizes the importance of understanding students' socio-cultural backgrounds. Theories on first and second language acquisition are examined, including behavioral, innatist and interactionist perspectives. Stages of second language development and implications for instruction are also outlined. The document stresses the need for explicit instruction, modeling, practice and support for English language learners that is differentiated from teaching English as a first language.
The document discusses various methods for teaching language and literacy. It describes synthetic and analytic approaches to teaching second languages, with synthetic focusing on breaking down grammar rules and analytic using immersion. For reading instruction, it examines whole-word, phonics, and whole-language methods. It also covers topics like bilingual education, sign language literacy, and teaching students who speak non-standard dialects. Overall, it suggests an eclectic approach that combines strengths of different methods is often most effective.
This document summarizes a learning plan for a bilingual education classroom. It discusses several key points:
1) The classroom uses a 90/10 bilingual model, with most instruction in Spanish but some English group time for reading and singing. This supports students with speech/language impairments in their first language of Spanish.
2) The plan aims to increase parent engagement through home visits, questionnaires, inviting parents to share skills and experiences in the classroom, and meetings to discuss the education system and benefits of bilingualism.
3) Techniques to promote students' language development include using visuals, gestures, total physical response, sheltered instruction with scaffolding, and thematic and hands-on lessons
The document discusses various methods for teaching language and literacy. It describes synthetic and analytic approaches to teaching second languages, with synthetic focusing on breaking down grammar and analytic using relevant topics. For reading instruction, whole-word, phonics, and whole-language approaches are compared. The document also covers challenges in teaching literacy to deaf students and the benefits of bilingual education versus English-only models.
Mythbusters of second language acquisition Carla Huck
This was a presentation to content-area teachers in our high school - they each had a whiteboard and wrote true/false to the statements before we revealed the responses and rationale; all elements were then linked to practical classroom strategies.
There is a high demand for ESL classes in Bryan, Texas based on community needs assessments. The local Adult Learning Center and churches have long waiting lists for their ESL programs. Another organization that offered classes to 100 people had to turn away 300 people due to overwhelming interest. Bryan has a large Spanish-speaking population that wants to improve their English skills to enhance their job and life opportunities. This document provides an overview of how to effectively teach ESL, including establishing a safe classroom environment, using comprehensible input, and following lesson planning guidelines.
This document discusses the key components of a balanced literacy approach. It emphasizes teaching basic skills through literature that lends itself to language study, using a whole-part-whole instructional method, and establishing effective flexible grouping and routines. It also notes the importance of making activities multilevel to accommodate different abilities, including print materials throughout the classroom, and teaching writing skills progressively. The four basic language skills of reading, writing, listening, and speaking are also defined in pairs that are either consumed or produced.
The document discusses research on effective literacy pedagogy for children aged 3-8. It summarizes findings from several reports that oral language enhancement, shared reading, phonemic awareness instruction, systematic phonics instruction, fluency building, vocabulary instruction, and comprehension strategy instruction can improve literacy outcomes. It also emphasizes the importance of motivation, engagement, and partnerships between teachers, parents, and the community to support literacy development in early childhood.
This document summarizes a study that explored using storytelling to teach English to kindergarten students in Taiwan. The study had 21 student participants and was conducted by 6 pre-service teachers over 2 months. Storytelling was used as a group teaching strategy to potentially increase students' learning motivation and engagement. Results showed that using creativity in teaching helped gain students' attention. The document discusses the benefits of storytelling and cooperative learning as theoretical frameworks to support language acquisition. It aims to determine how well storytelling meets teachers' needs and the strengths and weaknesses of the approach.
- Teaching English to young learners has become popular globally due to factors like globalization, economic benefits, and beliefs that younger children learn languages more easily.
- There are important considerations for introducing early foreign language learning programs, including ensuring teachers have appropriate training, sufficient time and resources are provided, and continuity between primary and secondary education.
- When teaching English to young learners, the goals include psychological, linguistic, and cultural preparation - such as developing language awareness, basic communication skills, and intercultural understanding.
PYP Language Workshop for Parents (January 2013)bisedu
This document provides information about a workshop for parents on language in the PYP. It includes an introduction with an activity to identify important jobs that require strong language skills. It then discusses views on language and has an activity for participants to share what they know and questions they have about the topic. The workshop aims and agenda are presented, covering beliefs about language learning, teaching strategies, how language is broken down in the curriculum, and the importance of mother tongue development. Activities during the workshop involve analyzing images, identifying language strands in the PYP, and learning about conceptual understandings and language acquisition.
Cultural Identifiers Topic EssayThe field of education is vastOllieShoresna
Cultural Identifiers Topic Essay
The field of education is vast and complex with many stakeholders involved, sometimes controversies arise. These controversial issues usually begin with a single or a series of historical events. There also are usually arguments on both sides of the issue, both supporting and opposing. Since these issues may cause strife and division, federal and state policymakers, state and local administration, teachers, students, parents, and community members attempt to offer solutions to these controversial issues.
Relating to these controversial issues are cultural identifiers which can be defined as characteristics or conditions that make each individual unique. Usually one or more cultural identifiers are at the root of the controversial issues. Understanding both the controversial issue and the related cultural identifier can help stakeholders find the best, most equitable, and most ethical solution for everyone involved.
Throughout this course, you will be working on a 1,000-1,250 word research essay on a controversial topic involving a cultural identifier and the implications of the controversial topic on K-12 education. Your first draft of the research paper will be due in Topic 4, and you will be required to submit it to the peer review forum on day 1 in Topic 5, and your final version will be submitted in Topic 7.
Part 1
Identify a controversial topic related to diverse cultures and communities currently affecting K-12 education, such as body image, citizenship status, plastic/cosmetic surgery for teenagers, bathrooms for transgender students, ethnic curriculum/classes, religious clothing, prayer in schools, or other topics that involve at least one cultural identifier. In 500-750 words, begin brainstorming on your topic and address the following prompts:
· Describe the cultural identifier and why you chose it. Explain your connection to your choice of cultural identifier and the role of social justice in regard to your topic.
· Summarize the key historical events that have significantly affected your specific cultural identifier.
· Summarize the topic in context of K-12 education, including the related cultural identifier and any associated controversies.
· Identify current opinions for the controversial argument, including at least one supporting and one opposing.
· Describe how this controversial issue could affect your future teaching practices and how it could affect your future students.
· Summarize related policies or methods that have been implemented in schools as a solution to the controversial issue.
Part 2
Begin conducting research to support your opinion on the controversial issue. Collect a minimum of three scholarly resources from the last three years to support your rough draft due in Topic 4. Submit a 50-150 word summary for each of the three articles, including how the articles apply to your chosen topic.
While APA style format is not required for the body of this assignment, solid academic ...
The document provides information about strategies for supporting English language learners (ELLs) in the classroom. It discusses building on students' background knowledge, differentiating instruction to make content more accessible, allowing students to practice skills in multiple ways, and ensuring assessments account for students' language proficiency. The key recommendations are to connect new concepts to what students already know, provide multiple ways for students to access and demonstrate understanding of material, and offer supports and accommodations on assessments to allow ELLs to show their content knowledge.
Best practice to teaching english for young learners by jshinmrwindy_3282
The document describes a program for teaching English to young learners. It consists of 4 modules that cover topics like learning styles, activities using songs and stories, and increasing classroom interaction. The first module discusses how children learn languages and introduces teaching approaches for young learners, such as using enjoyable and meaningful activities.
This document discusses early literacy development from birth through elementary school. It outlines stages of literacy development including awareness, experimental reading/writing, early reading/writing, and independent reading/writing. Factors that influence literacy development are also examined, such as exposure to books and print at home, interactions with family, and exposure to literate environments. The document provides recommendations for developmentally appropriate practices to promote literacy, including creating literacy-rich environments, language experience activities, reading aloud, role playing, and building on students' diverse backgrounds.
This document outlines the objectives and approaches for teaching English as a foreign language at the elementary school level in Ecuador. It discusses three main curricular threads: 1) communication and cultural awareness, with a focus on introducing learners to different cultures through the English language; 2) oral communication, including developing listening, speaking, and interaction skills through songs, games, role plays and partner/group work; 3) reading, with an emphasis on developing comprehension, study skills, creating a literacy-rich environment, and incorporating cross-curricular content. The overall goal is to help learners establish a foundation for lifelong English language learning through meaningful, authentic contexts and a learner-centered approach.
This document discusses the English as a Foreign Language curriculum for the elementary level of basic general education in Ecuador. It aims to lay the foundation for developing students' reading, writing, and oral communication skills through meaningful contexts. Students will learn English through fun and engaging tasks and texts rather than rote memorization. The curriculum focuses on introducing students to English in an authentic way through various subjects, activities, songs, and cultural contexts. It emphasizes communication, cultural awareness, listening skills, and developing oral production through repetition, movement, and encouragement.
This document discusses strategies for developing language skills in students. It outlines Cummins' distinction between basic interpersonal communication skills (BICS) needed for social interaction and cognitive academic language proficiency (CALP) required for academic success. It also summarizes Krashen's natural approach to language acquisition, emphasizing comprehensible input, low anxiety, and meaningful communication. Finally, it provides 15 specific strategies teachers can use to foster language development, such as using nursery rhymes, songs, conversations, stories, and dramatic play.
Learning Objectives
This module on language pedagogy attempts to support state resource groups / master trainers to—
understand the various aspects of language education viz. nature of language learning, role of language in learning, multilingualism as a resource and a strategy, language-in-education policy, objectives of language teaching in Indian contexts, the ideas and philosophy of National Curriculum Framework-2005;
familiarise teachers with the approach of integrated skills (LSRW) for literacy and language learning, engaging children in context based activities for developing communicative competence of the children, providing authentic texts and assessment as learning approach;
be able to chalk out the learning outcomes and pedagogical process for language teaching-learning for different stages;
sensitise teachers on using various strategies to language teaching which include language skills - listening and speaking, reading, writing, and teaching of grammar, vocabulary and so on;
build an understanding of generic concerns such as knowing the learner, gender issues, special needs, inclusive classroom, school based pre-vocational education and others such pertinent issues;
understand the processes and use the strategies for continuous assessment and the reporting of learning outcomes; and
enable them to build the capacity of teachers in order to achieve learning outcomes stipulated for every class in different subject areas.
This document discusses oral language development in second language acquisition. It addresses the relationships between listening, reading, speaking and writing and how integrating these skills can benefit students. The document also examines characteristics of different proficiency levels in English and strategies to develop oral language skills. It emphasizes the importance of oral language development and providing opportunities for meaningful use of language through tasks, discussions and integrating oral and written communication.
1) The document discusses various aspects of dual language programs and bilingual education. It addresses the dual language process, types of bilingual students, principles of language transfer, bi-literacy, and bi-cultural concepts.
2) Effective dual language programs provide instruction in both the native language and English to help students build language proficiency. They benefit students' academic and linguistic skills.
3) As an educator, it is important to understand the different needs of bilingual students and create a safe, inclusive environment where all students can learn and their cultures are respected. Implementing best practices like SIOP can support English and native language development.
This document outlines guidelines for an infant curriculum and assessment criteria for a bilingual Spanish-English project. It describes the objectives of promoting both languages through an integrated curriculum. A working party was formed to develop guidelines, consulting infant schools in the project. The guidelines focus on developing children holistically through topics that also teach language, literacy, math and science skills. Assessment focuses on vocabulary, language accuracy and competencies. The importance of developing children's cognitive, physical, emotional, social and cultural abilities is emphasized.
A brief description of your employment historyYour career .docxsodhi3
A brief description of your employment history
Your career goals (both short and long term)
Tell me about a leader you look up to. This can be someone you know or don't know, famous or familiar to you, and can even be a TV/Movie character and does not need to real. Describe what this person does makes them your role model.
(My name is Danny Z. i'm a full time student )
.
A budget is a plan expressed in dollar amounts that acts as a ro.docxsodhi3
A budget is a plan expressed in dollar amounts that acts as a road map to carry out an organization’s objectives, strategies and assumptions. There are different types of budgets that healthcare organization use to manage its financial and managerial goals and obligations.
Discuss the difference between an operating budget and a capital budget. What are the steps in creating each budget?
At least 150 words; APA Format
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Similar to Reprinted from Young Children • January 2011 91® 2, 3.docx
There is a high demand for ESL classes in Bryan, Texas based on community needs assessments. The local Adult Learning Center and churches have long waiting lists for their ESL programs. Another organization that offered classes to 100 people had to turn away 300 people due to overwhelming interest. Bryan has a large Spanish-speaking population that wants to improve their English skills to enhance their job and life opportunities. This document provides an overview of how to effectively teach ESL, including establishing a safe classroom environment, using comprehensible input, and following lesson planning guidelines.
This document discusses the key components of a balanced literacy approach. It emphasizes teaching basic skills through literature that lends itself to language study, using a whole-part-whole instructional method, and establishing effective flexible grouping and routines. It also notes the importance of making activities multilevel to accommodate different abilities, including print materials throughout the classroom, and teaching writing skills progressively. The four basic language skills of reading, writing, listening, and speaking are also defined in pairs that are either consumed or produced.
The document discusses research on effective literacy pedagogy for children aged 3-8. It summarizes findings from several reports that oral language enhancement, shared reading, phonemic awareness instruction, systematic phonics instruction, fluency building, vocabulary instruction, and comprehension strategy instruction can improve literacy outcomes. It also emphasizes the importance of motivation, engagement, and partnerships between teachers, parents, and the community to support literacy development in early childhood.
This document summarizes a study that explored using storytelling to teach English to kindergarten students in Taiwan. The study had 21 student participants and was conducted by 6 pre-service teachers over 2 months. Storytelling was used as a group teaching strategy to potentially increase students' learning motivation and engagement. Results showed that using creativity in teaching helped gain students' attention. The document discusses the benefits of storytelling and cooperative learning as theoretical frameworks to support language acquisition. It aims to determine how well storytelling meets teachers' needs and the strengths and weaknesses of the approach.
- Teaching English to young learners has become popular globally due to factors like globalization, economic benefits, and beliefs that younger children learn languages more easily.
- There are important considerations for introducing early foreign language learning programs, including ensuring teachers have appropriate training, sufficient time and resources are provided, and continuity between primary and secondary education.
- When teaching English to young learners, the goals include psychological, linguistic, and cultural preparation - such as developing language awareness, basic communication skills, and intercultural understanding.
PYP Language Workshop for Parents (January 2013)bisedu
This document provides information about a workshop for parents on language in the PYP. It includes an introduction with an activity to identify important jobs that require strong language skills. It then discusses views on language and has an activity for participants to share what they know and questions they have about the topic. The workshop aims and agenda are presented, covering beliefs about language learning, teaching strategies, how language is broken down in the curriculum, and the importance of mother tongue development. Activities during the workshop involve analyzing images, identifying language strands in the PYP, and learning about conceptual understandings and language acquisition.
Cultural Identifiers Topic EssayThe field of education is vastOllieShoresna
Cultural Identifiers Topic Essay
The field of education is vast and complex with many stakeholders involved, sometimes controversies arise. These controversial issues usually begin with a single or a series of historical events. There also are usually arguments on both sides of the issue, both supporting and opposing. Since these issues may cause strife and division, federal and state policymakers, state and local administration, teachers, students, parents, and community members attempt to offer solutions to these controversial issues.
Relating to these controversial issues are cultural identifiers which can be defined as characteristics or conditions that make each individual unique. Usually one or more cultural identifiers are at the root of the controversial issues. Understanding both the controversial issue and the related cultural identifier can help stakeholders find the best, most equitable, and most ethical solution for everyone involved.
Throughout this course, you will be working on a 1,000-1,250 word research essay on a controversial topic involving a cultural identifier and the implications of the controversial topic on K-12 education. Your first draft of the research paper will be due in Topic 4, and you will be required to submit it to the peer review forum on day 1 in Topic 5, and your final version will be submitted in Topic 7.
Part 1
Identify a controversial topic related to diverse cultures and communities currently affecting K-12 education, such as body image, citizenship status, plastic/cosmetic surgery for teenagers, bathrooms for transgender students, ethnic curriculum/classes, religious clothing, prayer in schools, or other topics that involve at least one cultural identifier. In 500-750 words, begin brainstorming on your topic and address the following prompts:
· Describe the cultural identifier and why you chose it. Explain your connection to your choice of cultural identifier and the role of social justice in regard to your topic.
· Summarize the key historical events that have significantly affected your specific cultural identifier.
· Summarize the topic in context of K-12 education, including the related cultural identifier and any associated controversies.
· Identify current opinions for the controversial argument, including at least one supporting and one opposing.
· Describe how this controversial issue could affect your future teaching practices and how it could affect your future students.
· Summarize related policies or methods that have been implemented in schools as a solution to the controversial issue.
Part 2
Begin conducting research to support your opinion on the controversial issue. Collect a minimum of three scholarly resources from the last three years to support your rough draft due in Topic 4. Submit a 50-150 word summary for each of the three articles, including how the articles apply to your chosen topic.
While APA style format is not required for the body of this assignment, solid academic ...
The document provides information about strategies for supporting English language learners (ELLs) in the classroom. It discusses building on students' background knowledge, differentiating instruction to make content more accessible, allowing students to practice skills in multiple ways, and ensuring assessments account for students' language proficiency. The key recommendations are to connect new concepts to what students already know, provide multiple ways for students to access and demonstrate understanding of material, and offer supports and accommodations on assessments to allow ELLs to show their content knowledge.
Best practice to teaching english for young learners by jshinmrwindy_3282
The document describes a program for teaching English to young learners. It consists of 4 modules that cover topics like learning styles, activities using songs and stories, and increasing classroom interaction. The first module discusses how children learn languages and introduces teaching approaches for young learners, such as using enjoyable and meaningful activities.
This document discusses early literacy development from birth through elementary school. It outlines stages of literacy development including awareness, experimental reading/writing, early reading/writing, and independent reading/writing. Factors that influence literacy development are also examined, such as exposure to books and print at home, interactions with family, and exposure to literate environments. The document provides recommendations for developmentally appropriate practices to promote literacy, including creating literacy-rich environments, language experience activities, reading aloud, role playing, and building on students' diverse backgrounds.
This document outlines the objectives and approaches for teaching English as a foreign language at the elementary school level in Ecuador. It discusses three main curricular threads: 1) communication and cultural awareness, with a focus on introducing learners to different cultures through the English language; 2) oral communication, including developing listening, speaking, and interaction skills through songs, games, role plays and partner/group work; 3) reading, with an emphasis on developing comprehension, study skills, creating a literacy-rich environment, and incorporating cross-curricular content. The overall goal is to help learners establish a foundation for lifelong English language learning through meaningful, authentic contexts and a learner-centered approach.
This document discusses the English as a Foreign Language curriculum for the elementary level of basic general education in Ecuador. It aims to lay the foundation for developing students' reading, writing, and oral communication skills through meaningful contexts. Students will learn English through fun and engaging tasks and texts rather than rote memorization. The curriculum focuses on introducing students to English in an authentic way through various subjects, activities, songs, and cultural contexts. It emphasizes communication, cultural awareness, listening skills, and developing oral production through repetition, movement, and encouragement.
This document discusses strategies for developing language skills in students. It outlines Cummins' distinction between basic interpersonal communication skills (BICS) needed for social interaction and cognitive academic language proficiency (CALP) required for academic success. It also summarizes Krashen's natural approach to language acquisition, emphasizing comprehensible input, low anxiety, and meaningful communication. Finally, it provides 15 specific strategies teachers can use to foster language development, such as using nursery rhymes, songs, conversations, stories, and dramatic play.
Learning Objectives
This module on language pedagogy attempts to support state resource groups / master trainers to—
understand the various aspects of language education viz. nature of language learning, role of language in learning, multilingualism as a resource and a strategy, language-in-education policy, objectives of language teaching in Indian contexts, the ideas and philosophy of National Curriculum Framework-2005;
familiarise teachers with the approach of integrated skills (LSRW) for literacy and language learning, engaging children in context based activities for developing communicative competence of the children, providing authentic texts and assessment as learning approach;
be able to chalk out the learning outcomes and pedagogical process for language teaching-learning for different stages;
sensitise teachers on using various strategies to language teaching which include language skills - listening and speaking, reading, writing, and teaching of grammar, vocabulary and so on;
build an understanding of generic concerns such as knowing the learner, gender issues, special needs, inclusive classroom, school based pre-vocational education and others such pertinent issues;
understand the processes and use the strategies for continuous assessment and the reporting of learning outcomes; and
enable them to build the capacity of teachers in order to achieve learning outcomes stipulated for every class in different subject areas.
This document discusses oral language development in second language acquisition. It addresses the relationships between listening, reading, speaking and writing and how integrating these skills can benefit students. The document also examines characteristics of different proficiency levels in English and strategies to develop oral language skills. It emphasizes the importance of oral language development and providing opportunities for meaningful use of language through tasks, discussions and integrating oral and written communication.
1) The document discusses various aspects of dual language programs and bilingual education. It addresses the dual language process, types of bilingual students, principles of language transfer, bi-literacy, and bi-cultural concepts.
2) Effective dual language programs provide instruction in both the native language and English to help students build language proficiency. They benefit students' academic and linguistic skills.
3) As an educator, it is important to understand the different needs of bilingual students and create a safe, inclusive environment where all students can learn and their cultures are respected. Implementing best practices like SIOP can support English and native language development.
This document outlines guidelines for an infant curriculum and assessment criteria for a bilingual Spanish-English project. It describes the objectives of promoting both languages through an integrated curriculum. A working party was formed to develop guidelines, consulting infant schools in the project. The guidelines focus on developing children holistically through topics that also teach language, literacy, math and science skills. Assessment focuses on vocabulary, language accuracy and competencies. The importance of developing children's cognitive, physical, emotional, social and cultural abilities is emphasized.
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Code of Ethics: This is a synopsis of some of the most important ethical
considerations you need to be aware of as a professional in the real estate
industry.
Terminology:
Agency: The fiduciary relationship created between a principal and an agent whereby the agent
can act on behalf of the principle for certain transactions. Agency is usually created when the
principal signs a listing agreement to list their property for sale or a management contract to rent
a property for instance.
Agent: The broker or sales associate acting on behalf of the principal (see Agency)
Client: The person with whom the broker or sales associate has a legal contract to represent.
Customer: Is not contractually bound to the industry professional
Principal: Person who hires an agent to act on his or behalf.
Code of Ethics:
#1: The agent has a responsibility to promote the interests of their client(s) and treat all involved
in any real estate transaction in an honest and fair manner. They must disclose if they are a
dual agent (representing both buyer and seller in a transaction) or a designated agent
(represent either the buyer or seller depending on state law), or they are a limited representative
(will provide only certain duties in the transaction per state law).
#2: Agents must openly acknowledge to clients any personal interest they might have in any
transaction prior to showing a property; they must acknowledge any personal relationships
involved. Ex: Agent says, “I want to disclose to you before we look at it, that this property
belongs to is my brother and my sister in-law is his agent.”
#3: The Agent will not allow anyone that is not pre-authorized by the owner, to access the
property of the client.
#4: Never overstate benefits or attributes of a property or opportun.
a brief explanation of the effect of Apartheid in South Africa. Prov.docxsodhi3
a brief explanation of the effect of Apartheid in South Africa. Provide two specific examples that demonstrate how people adapted. Finally explain the impact and implications of the changes we have seen in recent years. Cite specific cases. Your original post must be no less than 600 words.
.
A 32-year-old female presents to the ED with a chief complaint of fe.docxsodhi3
A 32-year-old female presents to the ED with a chief complaint of fever, chills, nausea, vomiting, and vaginal discharge. She states these symptoms started about 3 days ago, but she thought she had the flu. She has begun to have LLQ pain and notes bilateral lower back pain. She denies dysuria, foul-smelling urine, or frequency. States she is married and has sexual intercourse with her husband. PMH negative.
Labs: CBC-WBC 18, Hgb 16, Hct 44, Plat 325, Neuts & Lymphs, sed rate 46 mm/hr, C-reactive protein 67 mg/L CMP wnl
Vital signs T 103.2 F Pulse 120 Resp 22 and PaO2
99% on room air. Cardio-respiratory exam WNL with the exception of tachycardia but no murmurs, rubs, clicks, or gallops. Abdominal exam + for LLQ pain on deep palpation but no rebound or rigidity. Pelvic exam demonstrates copious foul-smelling green drainage with reddened cervix and + bilateral adenexal tenderness. + chandelier sign. Wet prep in ER + clue cells and gram stain in ER + gram negative diplococci.
Develop a 1- to 2-page case study analysis, examining the patient symptoms presented in the case study. Be sure to address the following as it relates to the case you were assigned (omit section that does not pertain to your case, faculty will give full points for that section).
The sections that you are to omit are for the above case study are: 1. Explain why prostatitis and infection happen. Also explain the causes of systemic reaction, 2. Explain why a patient would need a splenectomy after a diagnosis of ITP, and 3. Explain anemia and the different kinds of anemia (i.e., micro and macrocytic).
In your Case Study Analysis related to the scenario provided, explain the following:
The factors that affect fertility (STDs).
Why inflammatory markers rise in STD/PID.
Why prostatitis and infection happens. Also explain the causes of systemic reaction.
Why a patient would need a splenectomy after a diagnosis of ITP.
Anemia and the different kinds of anemia (i.e., micro and macrocytic).
PLEASE ANSWER IN DETAIL ALL OF THE ABOVE
.
A 4 years old is brought to the clinic by his parents with abdominal.docxsodhi3
A 4 years old is brought to the clinic by his parents with abdominal pain and a poor appetite. His mother states, “He cries when I put him on the toilet.”
1. What other assessment information would you obtain?
2. What interventions may be necessary for this child?
3. What education may be necessary for this child and family?
Your responses must be at least 150 words total.
.
A 19-year-old male complains of burning sometimes, when I pee.”.docxsodhi3
A 19-year-old male complains of “burning sometimes, when I pee.” He is sexually active and denies using any contraceptive method. He denies other symptoms, significant history, or allergies.
From the information provided, list your differential diagnoses in the order of “most likely” to “possible but unlikely.”
.
A 34-year-old trauma victim, the Victor, is unconscious and on a.docxsodhi3
A 34-year-old trauma victim, the Victor, is unconscious and on a ventilator. He was admitted yesterday, and his condition remains critical. His religious affiliation is unknown; however, he has a tattoo of a crucifix.
What can the nurse do to assess and integrate spirituality into Victor’s care? If the family is in another state what can the nurse do to integrate the family into the care?
Your initial post must include a minimum of 300 words and include proper grammar, punctuation, and reference(s).
.
A 27-year-old Vietnamese woman in the delivery room with very st.docxsodhi3
A 27-year-old Vietnamese woman in the delivery room with very strong and closely spaced contractions. The baby was positioned a little high and there was some discussion of a possible c- section. Despite her difficulties, she cooperates with the doctor's instructions and labors in silence. The only signs of pain or discomfort were her look of concentration and her white knuckles.
· Should she be offered pain medication when she is not showing a high level of pain? Why or why not?
350 words
APA
.
A 25 year old male presents with chronic sinusitis and allergic .docxsodhi3
A 25 year old male presents with chronic sinusitis and allergic rhinitis.
Define adaptive vs. acquired immunity.
Discuss the genetic predisposition of allergens.
Describe the antigen-antibody response.
What is the pathology of sinusitis?
Expectations
Initial Post of Case Study:
Due: Saturday, 11:59 pm PT
Length: A minimum of 250 words, not including references
Citations: At least one high-level scholarly reference in APA from within the last 5 years
Peer Responses:
Due: Monday, 11:59 pm PT
Number: A Minimum of 2 to Peer Posts, at least one on a different day than the main post
Length: A minimum of 150 words per post, not including references
Citations: At least one high-level scholarly reference in APA per post from within the last 5 years
Discussion: Respond to Posts in Your Own Thread
.
A 500-700 word APA formatted PaperInclude 2 sources on your re.docxsodhi3
A 500-700 word APA formatted Paper
Include 2 sources on your reference page in addition to your textbook "
We the People
."
Select one issue area: CIVIL RIGHTS
Research which interest groups represent your issue area
Examine the membership and benefits of groups
Provide data on how much groups contribute to politicians
Discuss legislation the groups helped influence
Include reference page
Submit
your summary in APA format clicking on the assignment in Canvas and uploading your document. Be sure whichever assignment version you choose has an introduction, clear focus, conclusion, and references. Include a reference page for the video clip if that’s what you decide to prepare.
.
A 65-year-old obese African American male patient presents to his HC.docxsodhi3
A 65-year-old obese African American male patient presents to his HCP with crampy left lower quadrant pain, constipation, and fevers to 101˚ F. He has had multiple episodes like this one over the past 15 years and they always responded to bowel rest and oral antibiotics. He has refused to have the recommended colonoscopy even with his history of chronic inflammatory bowel disease (diverticulitis), sedentary lifestyle, and diet lacking in fiber. His paternal grandfather died of colon cancer back in the 1950s as well. He finally underwent colonoscopy after his acute diverticulitis resolved. Colonoscopy revealed multiple polyps that were retrieved, and the pathology was positive for adenocarcinoma of the colon.
Develop a 1- to 2-page case study analysis in which you:
Explain why you think the patient presented the symptoms described.
Identify the genes that may be associated with the development of the disease.
Explain the process of immunosuppression and the effect it has on body systems.
.
A 5-year-old male is brought to the primary care clinic by his m.docxsodhi3
A 5-year-old male is brought to the primary care clinic by his mother with a chief complaint of bilateral ear pain with acute onset that began “yesterday.” The mother states that the child has been crying frequently due to the pain. Ibuprofen has provided minimal relief. This morning, the child refused breakfast and appeared to be “getting worse.”
Vital signs at the clinic reveal HR 110 bpm, 28 respiratory rate, and tympanic temperature of 103.2 degrees F. Weight is 40.5 lbs. The mother reports no known allergies. The child has not been on antibiotics for the last year. The child does not have history of OM. The child is otherwise healthy without any other known health problems.
Physical examination reveals: Vital signsl HR 110 bpm, 28 respiratory rate, and tympanic temperature of 103.2 degrees F. Weight is 40.5 lbs. Bilateral TMs are bulging with severe erythematous. Pneumatic otoscopy reveals absent mobility. Ear canals are nomal.
After your questioning and examination, you diagnose this child with bilateral Acute Otitis Media.
.
92 S C I E N T I F I C A M E R I C A N R e p r i n t e d f r.docxsodhi3
92 S C I E N T I F I C A M E R I C A N R e p r i n t e d f r o m t h e O c t o b e r 1 9 9 4 i s s u e
ome creators announce their inventions with grand
éclat. God proclaimed, “Fiat lux,” and then flooded
his new universe with brightness. Others bring forth
great discoveries in a modest guise, as did Charles
Darwin in defining his new mechanism of evolu-
tionary causality in 1859: “I have called this principle, by which
each slight variation, if useful, is preserved, by the term Natur-
al Selection.”
Natural selection is an immensely powerful yet beautifully
simple theory that has held up remarkably well, under intense
and unrelenting scrutiny and testing, for 135 years. In essence,
natural selection locates the mechanism of evolutionary change
in a “struggle” among organisms for reproductive success, lead-
ing to improved fit of populations to changing environments.
(Struggle is often a metaphorical description and need not be
viewed as overt combat, guns blazing. Tactics for reproductive
success include a variety of nonmartial activities such as earlier
and more frequent mating or better cooperation with partners
in raising offspring.) Natural selection is therefore a principle of
local adaptation, not of general advance or progress.
Yet powerful though the principle may be, natural selection
is not the only cause of evolutionary change (and may, in many
cases, be overshadowed by other forces). This point needs em-
phasis because the standard misapplication of evolutionary the-
ory assumes that biological explanation may be equated with
devising accounts, often speculative and conjectural in practice,
about the adaptive value of any given feature in its original en-
vironment (human aggression as good for hunting, music and
religion as good for tribal cohesion, for example). Darwin him-
self strongly emphasized the multifactorial nature of evolu-
tionary change and warned against too exclusive a reliance on
natural selection, by placing the following statement in a max-
imally conspicuous place at the very end of his introduction: “I
am convinced that Natural Selection has been the most impor-
tant, but not the exclusive, means of modification.”
Reality versus Conceit
N A T U R A L S E L E C T I O N is not fully sufficient to explain evo-
lutionary change for two major reasons. First, many other caus-
es are powerful, particularly at levels of biological organization
both above and below the traditional Darwinian focus on or-
ganisms and their struggles for reproductive success. At the low-
est level of substitution in individual base pairs of DNA, change
is often effectively neutral and therefore random. At higher lev-
els, involving entire species or faunas, punctuated equilibrium
can produce evolutionary trends by selection of species based
on their rates of origin and extirpation, whereas mass extinc-
tions wipe out substantial parts of biotas for reasons unrelat-
ed to adaptive struggles of constituent species in “normal”
t.
a 100 words to respond to each question. Please be sure to add a que.docxsodhi3
a 100 words to respond to each question. Please be sure to add a question and answer a fellow student's question.
Q1. Mead argues that most human understanding of the "self" of animals is fallacious. What is his argument, please explain.
Q2. What does Lacan mean by the subject's assumption of the imago in the short excerpt from the Mirror Stage?
.
A 12,000 word final dissertation for Masters in Education project. .docxsodhi3
A 12,000 word final dissertation for Master's in Education project. A UK L7 writing.
Submitting the dissertation
The dissertation will be submitted online via
blackboard.
Presentation Style
Your research project needs to be clearly presented:
·
The front page should include your
name, project title (around 15 words), your supervisor’s name, the date it
was completed;
·
Work should be presented single
sided, in Arial, minimum font size 11 and be one and a half spaced;
·
A contents page detailing the section
and any tables/charts should be included;
·
Any quotes of less than 12 words
should be identified by quotation marks and kept as part of the paragraph text;
·
Quotes of 12 words and above should
be separated out from the text, indented on the left and right and be displayed
in italics (no quotation marks required);
·
All tables and charts should be
numbered appropriately and have a title;
·
Each section of your project should
be started on a new page;
·
All pages should be numbered;
·
Each section should be numbered (e.g.
1. Introduction) and any charts/graphs within the section should be numbered
accordingly. For example if you are writing about something in section 4.1 (the
first sub-section) then the first chart or graph would be 4.11. So charts and
graphs (if included) are numbered according to the section/sub-section.
Word limit
The project should be written up in
no more than 12,000
words
. This includes everything except the reference list, any appendices
and acknowledgements.
A
final checklist:
1.
Does
your abstract say succinctly what the project set out to do and what has been
found?
2.
Does
your contents page signpost chapter subheadings as well as chapter headings?
3.
Has
your introduction made clear the sub questions/objectives you are addressing in
this enquiry
4.
Is
a framework presented in your lit review chapter and a methodological approach
presented in your methodology chapter, and is it clear how this framework and
methodology inform your data collection, presentation of findings and
discussion and reflections? Have you discussed your positionality?
5.
Does
your discussion chapter relate closely to the data in your results chapter and
tie back to the literature in your literature review?
6.
Have
you answered your research questions?
7.
Have
you carefully considered any ethical implications of your research?
8.
Have
you included a signed, anonymised ethics form in the appendix?
9.
Does
your conclusion summarise what has been found out about the questions you set
yourself in your introduction?
10.
Have you kept to the 12,000 word
limit?
11.
Have you met
all
the assessment criteria?
M
odule
Bibliogr
a
p
h
y
Compulsory
reading:
B
r
y
m
an
,
A
.
(
20
1
6
)
.
S
o
ci
a
l
r
e
s
ea
r
ch
m
e
t
h
o
d
s
(
5
t
h
e
d
.
)
.O
x
f
o
rd
:
O
x
f
o
r
d
U
n
i
v
e
r
sity
P
r
e
ss.
Further optional reading
:
A
l
de
r
s
o
n
,
P
.
&
M
o
rr
o
w
,
V
.
(2
011
)
.
T
h
.
9/18/19
1
ISMM1-UC 752:
SYSTEMS ANALYSIS
Fall 2019 – Lecture 3
Instructor: Dr. Antonios Saravanos
Incremental Model
• Development and delivery of
functionality occurs in increments
• Works well when requirements are
known beforehand
• Projects are broken down into sub-
projects
Source: Project Management for IT-Related Projects (p.
18)
2
9/18/19
2
Incremental Cycle
Incremental Model
9/18/19
3
Iterative Model
• Ideal for situations where not all requirements are
known up front
• Need for development to begin as soon as possible
Source: Project Management for IT-Related Projects (p. 19)
5
Iterative Cycle
9/18/19
4
Iterative Model
Incremental vs. Iterative
• Incremental fundamentally means
add onto. Incremental development
helps you improve your process.
• Iterative fundamentally means re-
do. Iterative development helps you
improve your product.
9/18/19
5
• Is iterative and incremental the
same thing?
Incremental vs. Iterative
Source: http://www.applitude.se/images/inc_vs_ite.png
10
9/18/19
6
Iterative and Incremental Combined
A Simple Software Development Method
• Initial Planning
• Design
• Implementation
• Testing
Source: Making Things Happen: Mastering Project Management (p. 30)
12
n
9/18/19
7
Alistair Cockburn
• What’s Alistair’s take on Iterative vs. Incremental?
Incremental vs. Iterative
• in incremental development, you do each of those
activities multiple times … that is, you go around the
requirements – design – programming – testing –
integration – delivery cycle multiple times. You
“iterate” through that cycle multiple times. (“iterate” –
get it? sigh…)
• in iterative development, you also do each of those
activities multiple times … you go around the
requirements – design – programming – testing –
integration – delivery cycle multiple times. You
“iterate” through that cycle multiple times. By Gummy!
Both of those are “iterative” development! WOW!
9/18/19
8
Incremental vs. Iterative (cont’d)
• Of course, the $200,000 question is,
do you repeat the cycle “on the same
part of the system you just got done
with” or “on a new part of the
system”? How you answer that
question yields very different results
on what happens next on your
project.
Roles
• Product Owner (Business)
– Represents the customer
– Controls the product backlog
– Signs off on deliverables
• The Scrum Master
– Ensures scrum values are understood and kept
– Tracks progress and finds ways to overcome obstacles
• The Development Team
– The people actually responsible for delivering the system
– Self-organizing unit
– Members of the team are generalists not specialists
• Cross functional (Each member of the team knows all aspects of the
product that is being developed)
16
9/18/19
9
The Agile System Development Methodology
17
Manifesto for Agile Software Development
18
9/18/19
10
Manifesto for Agile Software Development
Source: http://www.applitude.se/images/inc_vs_i.
96 Young Scholars in WritingFeminist Figures or Damsel.docxsodhi3
96 | Young Scholars in Writing
Feminist Figures or Damsels in Distress?
The Media’s Gendered Misrepresentation
of Disney Princesses
Isabelle Gill | University of Central Florida
A gender bias seems to exist when discussing Disney princesses in entertainment media that could have
significant consequences for girls who admire these heroines. Prior research and my own extensions have
shown that modern princesses display almost equal amounts of masculine and feminine qualities; how-
ever, my research on film reviews shows an inaccurate representation of these qualities. These media
perpetuate sexist ideals for women in society by including traditionally feminine vocabulary, degrading
physical descriptions, and inaccuracies about the films, as well as syntax and critiques that trivialize the
heroines’ accomplishments and suggest the characters are not empowered enough. The reviews also
encourage unhealthy competition between the princesses and devote significantly more words to these
negative trends than to positive discussions. These patterns result in the depiction of the princesses as
more stereotypically feminine and weak than is indicated by the films themselves, which hinders the cre-
ation of role models for girls.
Despite significant strides women have made
toward combatting sexism in American
society, news and entertainment media rep-
resentations of women continue to be one of
the many obstacles left before reaching
equality. Numerous studies have identified
gender bias in the ways media represent
women (Fink and Kensicki; Niven and
Zilber; Shacar; Wood). Media tend to favor
representations of women who are “tradi-
tionally feminine” as well as not “too able,
too powerful, or too confident,” over more
complex representations (Wood 33). For
example, research by Janet Fink and Linda
Jean Kensicki shows that when media aimed
at both men and women discuss female ath-
letes, their focus is on sex appeal, fashion,
and family rather than athletic accomplish-
ment. Female scientists as well as female
members of Congress also fall victim to this
trend. Interviews with male scientists often
portray them as primarily professionals
while interviews with female scientists tend
to reference their professionalism while high-
lighting domesticity and family life (Shacar).
Similarly, media descriptions of the female
members of Congress focus on domestic
issues even though the congresswomen por-
tray themselves as having diverse interests
(Niven and Zilber). In sum, biased, gendered
representations of women are common in
various forms of media.
Media misrepresentation of women in
these ways can lead to significant social
consequences, such as reinforcing anti-
quated gender roles and diminishing the
perception of women’s impact on society
(England, Descartes, and Collier-Meek;
Fink and Kensicki; Graves; Niven and
Zilber; Shacar; Wood). Since media are
Gill | 97
Gill | 97
likely one of the most p.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
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.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
Reprinted from Young Children • January 2011 91® 2, 3.docx
1. Reprinted from Young Children • January 2011 91
®
2, 3
ReseaRcheRs widely Recommend
storybook reading for promoting the
early language and literacy of young
children. By listening to stories, chil-
dren learn about written syntax and
vocabulary and develop phonologi-
cal awareness and concepts of print,
all of which are closely linked to
learning to read and write (National
Early Literacy Panel 2008). Teachers
usually know a read-aloud experi-
ence has been effective because
they see the children maintain their
interest in the story, relate different
aspects of the story to their own
experiences, describe the illustra-
tions, and ask questions about the
characters and plot.
However, listening to a story read
aloud can be a very different experi-
ence for children who speak a lan-
guage other than English. What
happens when the children are read
to in a language they are just begin-
ning to learn? What happens when
2. an English-speaking teacher reads
a story to a group of children who
are learning English as a second
language?
As illustrated in the vignette at the
beginning of this article, teachers
often describe young dual language
learners in their class as distracted
and unengaged during read-aloud
sessions in English. In this article,
we describe teaching strategies that
English-speaking teachers can use
when reading aloud to young dual
language learners. These strategies
are part of the Nuestros Niños Early
Language and Literacy Program, a
professional development interven-
tion designed to improve the quality
of teaching practices in prekin-
dergarten classrooms to support
Spanish-speaking dual language
learners (Castro et al. 2006). The
intervention was developed and
evaluated in a study funded by
the US Department of Education.
Teachers from the North Carolina
More at Four Pre-Kindergarten
Storybook
Reading
for Young
Dual Language
Learners
Cristina Gillanders and
3. Dina C. Castro
Cristina Gillanders, PhD, is a researcher at the FPG Child
Development Institute at the
University of North Carolina–Chapel Hill. She was an
investigator in the Nuestros Niños
study, and has worked with dual language learners as a bilingual
preschool teacher,
teacher educator, and researcher. [email protected]
Dina C. Castro, PhD, is a senior scientist at the FPG Child
Development Institute. She
was the principal investigator for the Nuestros Niños study. Her
research focuses on
improving the quality of early education for children from
diverse cultural and linguistic
backgrounds. [email protected]
Photos courtesy of the authors.
A study guide for this article will be available in mid-January
online at www.naeyc.org/yc.
In a community of practice meeting, teach-
ers discuss their experiences reading
aloud to dual language learners.
Susan: When I am reading a story, the
Latino children in my class just sit there.
They look at me, but you can tell that they
are not engaged in the story.
Lisa: That happens in my class too. The
little girls play with their hair, and the
boys play with their shoes.
Beverly: And when you ask questions
about the story, children who speak
English take over and you can’t get an
4. answer from the Latino children.
Facilitator: What do you think is happening
here?
Lisa: I think they just don’t understand
what the story is about.
Facilitator: How can we help them under-
stand the story so they can participate?
92 Reprinted from Young Children • January 2011
Program (a state-funded program tar-
geting 4-year-olds from economically
disadvantaged families) participated
in the intervention. The Nuestros
Niños program responds to the imme-
diate need to improve the practices
that monolingual English-speaking
early childhood teachers use when
teaching young Latino dual language
learners. Over the course of a full
school year, the program included
a three-day institute, twice-a-month
classroom consultations, and commu-
nity of practice (COP) meetings.
The community of practice
approach to professional
development
A community of practice allows
teachers to meet over an extended
5. period of time to reflect on their teach-
ing with the goal of improving practice
(Wesley & Buysse 2001). Some COPs
use the lesson study model that origi-
nated in Japan (Lewis 2002). To imple-
ment the lesson study process, teach-
ers collectively plan, observe, analyze,
and refine actual classroom lessons.
In the Nuestros Niños program,
during the initial COP meetings, the
teachers defined their goals for the
dual language learners in their classes
and determined the theme (for exam-
ple, insects, plants, and/or food) they
would address with the storybook
reading. Then they chose a picture
book that had a Spanish version.
They planned the storybook reading
using the recommended strategies
described later in this article. During
this process, the authors of this
article and Nuestros Niños facilitators
worked with teachers to incorporate
strategies that have been shown to be
effective when teaching dual language
learners.
The COP group work produced a
sample lesson plan. When the group
had completed the lesson plan, one
volunteer implemented it in her
classroom while the other teachers
observed the lesson or watched it on
video. The COP then revised the les-
son plan to incorporate feedback from
the observers. After the final revision,
6. the other members of the group used
the lesson plan in their classrooms.
This process helped the teachers
reflect on their own teaching practices
and resulted in a carefully planned
approach to using storybook reading
to support dual language learners.
Reading storybooks to dual
language learners
One reason storybook reading is
important for dual language learners
is that it promotes vocabulary devel-
opment. For most English-speaking
children, vocabulary development
in English occurs incidentally, that
is, as a result of being exposed to
new words when talking to family
members, teachers, or friends, or
when watching TV. For dual language
learners, vocabulary development
in English requires both incidental
learning and direct teaching of words.
Teachers can use storybook reading
to combine direct teaching of new
words with the use of the same words
while reading aloud an engaging story.
Children who listen to stories in
their own language can learn new
words through active participation,
such as answering questions related
to the story. Dual language learners
who have limited second language
proficiency are not able to actively
7. participate when books are read to
them in English. So reading aloud to
young dual language learners needs
to be done in a way that allows the
children to join in even if they are in
the early stages of learning English.
When reading stories aloud,
teachers need to use strategies that
maximize the opportunities for the
children to understand the text, which
will help them develop their vocabu-
lary and listening comprehension.
Storybook reading also promotes the
development of other aspects of the
language, such as the pronunciation
of sounds of words (phonology), the
correct construction of sentences
(syntax), and the appropriate use of
common phrases or expressions in
English.
Recommended strategies for
storybook reading to young
dual language learners
English-speaking teachers need to
adjust their approach to storybook
reading when reading aloud to young
dual language learners. By implement-
ing the following strategies, early child-
hood educators can effectively reach
these children. The sample lesson
plan (see “An Example of a Storybook-
Reading Lesson Plan,” p. 94) uses the
storybook La Cucaracha Martina, a
Caribbean folktale, and implements
8. the strategies outlined here.
By listening to stories, children learn about writ-
ten syntax and vocabulary and develop phonologi-
cal awareness and concepts of print, all of which are
closely linked to learning to read and write.
Reading aloud to young
dual language learn-
ers needs to be done
in a way that allows
the children to join in
even if they are in the
early stages of learning
English.
Reprinted from Young Children • January 2011 93
Choose a limited set of core words
(three to five) and a repetitive phrase
that are essential to understanding
the story. Provide explicit instruction
for learning the core words prior to
and during the storybook-reading ses-
sion. Ask questions (“Where is _____?”
“What is he/she doing?”), point to
illustrations, show objects, use ges-
tures, include opportunities for chil-
dren to repeat the words aloud, and
define the words in terms the children
can understand (Collins 2005, 2010).
Before reading the story aloud,
introduce the core words using a
picture walk. A picture walk is when
9. the teacher takes the children through
the story, pointing to the illustrations
without reading the text. Use the
repetitive phrase throughout the day
during different classroom activities.
Use manipulatives, illustrations,
gestures, and facial expressions to
help children understand vocabulary
(Gersten & Geva 2003). Invite children
to be actively engaged in the story-
book reading by asking them to show
objects or pictures to the group at the
appropriate time in the story.
Use the children’s home language
to facilitate story comprehension
and English vocabulary acquisition.
If you are bilingual or have some knowl-
edge of the children’s home language,
read the story first in the home lan-
guage, and then on a subsequent occa-
sion, read it in English (Lugo-Neris,
Wood Jackson, & Goldstein 2010).
If you are not fluent in the home
language, ask a parent or volunteer to
read the story to the children in their
home language. At the same time, ask
your program to purchase several
copies of this version of the book so
you can send them home with chil-
dren who are dual language learners,
and their parents can read the story
to them.
In addition, as described above,
provide definitions of the core vocabu-
10. lary words in Spanish (Lugo-Neris,
Wood Jackson, & Goldstein 2010).
This facilitates children’s learning of
new words in English. Teachers who
are not fluent in the home language
can find Spanish definitions of words
in a dictionary or ask for help from
Spanish-speaking parents or members
of the community.
Read the story several times
during the week. Listening to the
story several times allows children to
consolidate their learning and deepen
their understanding of the words.
Incorporate culturally relevant
thematic units and books. Children
can use new vocabulary during famil-
iar experiences as they play and learn
in the classroom centers.
Be aware that dual language
learners participate in storybook
reading in different ways, depending
on their phase of second language
acquisition. If the children commu-
nicate only in their home language,
expect that they might answer
English-language questions in their
home language. Teachers should learn
some key words related to the story
in the children’s home language so
that they can acknowledge children’s
efforts to communicate.
If the children who are dual lan-
11. guage learners are not yet using oral
language, it may mean that they are
still in the phase of second language
acquisition called the nonverbal
period. During this period, dual lan-
guage learners often participate by
using gestures, pointing to illustra-
tions, or showing objects.
Finally, if the children are beginning
to use phrases in English, teachers
can provide opportunities for them
to complete a sentence or phrase and
answer questions with a repetitive
phrase.
Encourage children to retell and/
or to dramatize the story once they
have heard it several times. This
helps children to practice using the
vocabulary words and helps them gain
a better understanding of the story.
Expand the ideas in the book to
other classroom centers. Using the
core vocabulary words in other class-
room learning centers provides oppor-
tunities for the children to use these
words in various contexts.
94 Reprinted from Young Children • January 2011
La Cucaracha Martina, by Daniel Moretón
Story synopsis: While searching for the source of one
12. beautiful sound, a pretty cockroach rejects marriage pro-
posals from a collection of city animals who try to charm
her with their noises.
Teacher Preparation
Gather materials
Props: Noisemaker, cockroach, lipstick, dog, pig,
rooster, bird, snake, frog, duck, cat, mouse, bull, fish,
ring, bee, cricket, banjo
Picture cards for retelling: Cockroach, lipstick, dog,
pig, rooster, bird, snake, frog, duck, cat, mouse, bull,
fish, ring, bee, cricket, banjo
Listening center: English and Spanish recordings of
the story
Dramatic play area: Veils, ties, and pictures of
weddings
Science center: Books with realistic pictures of the ani-
mals in the story and a variety of plastic insects to sort
Sand and water table: Plastic insects and animals
Music center: A CD with loud noises and one with
beautiful music, such as a piano solo
Reading center: Copies of La Cucaracha Martina in
English and Spanish and animal puppets
Art center: A variety of art materials, including crayons,
colored paper for collages, and markers
13. Conclusion
Storybook reading can promote
language and literacy development
in young children, but teachers may
need to adjust their practice when
working with dual language learners.
Teachers can use various strategies to
support the children’s comprehension
of the text, which will in turn increase
their participation in the lesson. This
can help young dual language learners
develop their vocabulary.
One important strategy is to
introduce the text in the children’s
home language. Monolingual English-
Identify core vocabulary
(Bold indicates words selected as the focus for the lesson.)
Cockroach / cucaracha, noise / ruido, beautiful / hermoso,
dog / perro, pig / puerco/cochino/marrano/chancho, rooster /
gallo,
bird / pájaro, mouse / ratón, fish / pescado/pez, bull / toro,
bee / abeja, cricket / grillo, flea / pulga, cat / gato, duck / pato,
snake / culebra/víbora, frog / sapo, spider / araña
Chose a repetitive phrase
Will you marry me? / ¿Te quieres casar conmigo?
Plan ways to teach core vocabulary and the repetitive
phrase before reading aloud
Cockroach/Cucaracha: Show realistic pictures or a real
cockroach
14. for cucaracha. Sing the song, “La cucaracha.” Define the word.
For example, a cockroach is an insect that is brown and flat.
Noise/Ruido: Play a recording of different noises, especially
insect sounds. Use puppets or toys that make sounds. Define
the word. For example, a noise is a sound that is unpleasant.
Beautiful/Hermoso: Describe the colors used in a child’s
painting
and listen to music, such as a violin solo, versus random noises.
Define the word. For example, something beautiful is very
pretty.
Cricket/Grillo: Show realistic pictures of a cricket or observe
crickets outside in the yard and describe them while repeating
the word several times. Show toy or puppet crickets. Define the
word. For example, a cricket is an insect that hops and chirps.
Repetitive phrase: Will you marry me? / ¿Te quieres casar con-
migo? Show a wedding picture or album, reenact a wedding, do
a wedding puppet show, watch a DVD of a wedding, or invite a
parent to come and talk with the children about his/her wedding.
speaking teachers may find the use of
the home language challenging. They
can seek help from other program
staff, the families of the children who
are dual language learners, or other
community members.
Effective use of these strategies re-
quires careful planning, especially when
teachers are learning to address the
needs of young dual language learners.
Working with fellow teachers in commu-
nities of practice can provide support
for the planning process as well as an
15. opportunity for teachers to reflect on
teaching, its challenges, and its oppor-
tunities for professional growth.
References
Castro, D.C., C. Gillanders, M. Machado-Casas,
& V. Buysse. 2006. Nuestros Niños early
language and literacy program. Chapel Hill:
The University of North Carolina, FPG Child
Development Institute.
Collins, M.C. 2005. ESL preschoolers’ English
vocabulary acquisition from storybook read-
ing. Reading Research Quarterly 40 (4): 406–8.
Collins, M.C. 2010. ELL preschoolers’ English
vocabulary acquisition from storybook
reading. Early Childhood Research Quarterly
25 (1): 84–97.
Gersten, R., & E. Geva. 2003. Teaching read-
ing to early language learners. Educational
Leadership 60 (7): 44–49.
Lewis, C. 2002. Lesson study: A handbook of
teacher-led instructional change. Philadel-
phia: Research for Better Schools.
Example of a Storybook-Reading Lesson Plan
Brooke Hackman, Janis Hart, Sheila Hamilton, Rhonda Privette,
Patrice Ramsey, Tammy Smith, and Cristina Gillanders
17. Reprints online at www.naeyc.org/yc/permissions.
Day 3: Reading in English
Introduce the book in English: “Today we are going to read
the story La Cucaracha Martina again. This time I will need
your help. I will give everybody a prop. Listen very carefully,
and when we are reading the part that mentions the prop you
have, put it in the middle of the circle.”
Pass out the props, and then read the story. While you
are reading, invite the children to put the props in the middle
of the circle at the appropriate times. During the reading,
encourage the children to recite the phrase “Will you marry
me?” which is repeated throughout the story. At the end of the
reading, ask, “What animals asked the cucaracha to marry
them?” “Why doesn’t she want to marry all these animals?”
“Which animal did she want to marry?” “Why is the flea hold-
ing a ring?”
Day 4: Retelling
Encourage the children to use cards and a flannel board
to retell the story, saying, “What is the name of the book we
have read this week? Today we’ll see what we remember and
tell the story using picture cards on the flannel board.” Pass
out the cards with pictures of all the props used the previous
day. Support the children as they retell the story and put the
cards on the flannel board at the appropriate times.
Day 5: Dramatization
Encourage children to act out the story over several days.
Invite families and guests to attend a presentation of the play.
Lugo-Neris, M., C. Wood Jackson, & H. Gold-
stein. 2010. Facilitating vocabulary acquisi-
18. tion of young English language learners.
Language, Speech & Hearing Services in
Schools 41 (3): 314–27.
National Early Literacy Panel. 2008. Develop-
ing early literacy: Report of the National Early
Literacy Panel. Washington, DC: National
Institute for Literacy. http://lincs.ed.gov/
publications/pdf/NELPReport09.pdf
Wesley, P. W., & V. Buysse. 2001. Communities
of practice: Expanding professional roles
to promote reflection and shared inquiry.
Topics in Early Childhood Special Education
21 (2): 114–23.
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l Developmentally Appropriate Practice and Play
19. Visit the training section of the Early Childhood Professionals
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Applied Curriculum 2017 Due
Week 3 (15%)
Dual Language Book Assignment
Assignment Description: For this assignment you need to
develop and apply your knowledge of children’s language,
communication & literacy development and literacy teaching
practices as outlined in the Early Learning Framework (ELECT)
and course readings. In class you will share the book you have
chosen, the literacy strategies you have developed, and the
materials you have created. As a class you will collaboratively
build a library of teaching resources. With a focus on home
language and dual language books, this assignment highlights a
key ELECT principle:
Demonstration of respect for diversity, equity and inclusion are
prerequisites for optimal development and learning. (ELECT, p.
11)
Assignment Expectations
1. During Week 1 or 2, go to a public library:
http://www.torontopubliclibrary.ca/ and find a dual-language
20. children’s book for children in the age range 0-8 years. If you
have a home language other than English, please DO find a
book in your home language. We want to celebrate your
knowledge and develop your pedagogical skills in multiple
languages!
Bring the book to class in week 3 to share and read aloud in a
small group.
2. Write a summary using the template attached, and be
prepared to share your ideas orally with your group in week 3.
Create pedagogical strategies that promote a literacy skill for
that age group. Use specific examples from the book you have
chosen.
a. Create one verbal strategy that promotes a literacy skill for
that age group (i.e., learn key words/phrases in multiple
languages).
b. Create one behavioural strategy that promotes a literacy skill
for that age group.
For a specific skill, cite the Early Learning Framework
(ELECT), and for strategy ideas citethe “Storybook Reading for
Young Dual Language Learners” handout.
3. Create and bring a prop that you could use when sharing the
story with children. Props could include photographs, objects
that relate to the story, or simple puppets (e.g., photocopied
storybook characters on popsicle sticks, sock or glove/mitten
puppets, felt puppets, etc.).
4. Discuss how you could support a child’s home language in a
shared reading experience. Provide 2 strategies that could work
when the language is other than your own.
Template
21. Student’s Name:
1. Book Information(4 marks):
Sample:
Brown, M. (2007). My name is Gabito: The life of Gabriel
Garcia Marquez. Flagstaff, Arizona: Luna Rising Publishers.
Age Group (cite Early Learning for Every Child Today
[ELECT]:
One Paragraph Summary of the Book:
Languages in the Book:
2. Pedagogical Strategies (Give specific examples from your
book):
a. Verbal Strategy
· One paragraph, citing The Continuum of Development
(Ontario Ministry of Education, 2007) and “Storybook Reading
for Young Dual Language Learners” handout (Castro &
Gillanders, 2011).
(2 marks)
b. Behavioural Strategy
· One paragraph, citing The Continuum of Development
(Ontario Ministry of Education, 2007) and “Storybook Reading
for Young Dual Language Learners” handout (Castro &
Gillanders, 2001).
(2 marks)
3. When sharing any book with a child who speaks a language
that you don’t speak, how can you support his/her home
language? (Do not use strategies that you have listed above) (2
marks):
a.
22. b.
4. Provide a reference list including your picture book, ELECT,
the handout, and your English textbook/APA Manual.
5. Be prepared to read your book aloud, share your strategies,
and show your props in small groups. (5 marks)
Success Criteria
· My choice of book provides rich language and illustrations in
two languages.
· I am familiar with the text, and share effectively with
classmates.
· I have developed strategies that clearly relate to this specific
children’s book.
· I have developed strategies that clearly relate to ELECT skills.
· I have selected skills that are developmentally appropriate for
the age group.
· I have quoted the Early Learning Framework (ELECT) and the
“Storybook Reading for Young Dual Language Learners”
handout. Iclearly used course materials to create my strategies.
· My quotations include quotation marks and the p. # (APA-
style citation format).
· I used my English/Composition & Rhetoric textbook or APA
Manual to proofread & correct my original draft.
· I have written a page for References, in APA-style format.
· I have created and used props that enhance the story reading
experience.