Sitton Spelling
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This document discusses the Sitton Spelling program which focuses on teaching students to spell words they will use frequently in their writing. It introduces core words divided by grade level based on frequency of use. Students are tested on these words using cloze stories and dictation to identify words they need to study. It also identifies priority words for each grade that students must spell correctly in all their writing. The program builds various spelling, language, and proofreading skills through assessment and word experiences.
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Rubricas
This document contains rubrics for evaluating a student's speaking skills, brochure, and observation.
The speaking rubric has categories for body language, formal requirements, and clarity. It rates students as excellent, good, fair, or poor in using body language to communicate, having proper grammar and vocabulary, and being understandable.
The brochure rubric evaluates punctuation, design, use of context from class, formal requirements, and accurate task completion.
The observation rubric contains criteria for appropriate language use, asking questions, body language, ideas, and voice tone. It rates students as yes or no for demonstrating each criterion.
Chapter 9 questions
The document discusses various methods for assessing and teaching spelling skills. It covers:
1) Stages of spelling development in children from ages 3-8.
2) Diagnostic and criterion-referenced spelling tests that can assess skills and identify areas of weakness.
3) Informal assessment techniques like dictated spelling tests and constructing informal spelling inventories.
Speaking evaluation
The document provides instructions for an English speaking test. Students will give a 3 to 5 minute presentation about their experiences in their first job or expectations about their first job. Their presentation will be evaluated on a 25 point rubric across 5 categories: vocabulary, voice, pronunciation, language, and duration. The rubric provides criteria for high, middle, and low performance in each category. Scores on the rubric will then be converted to a final grade on an evaluation scale ranging from 2.0 to 7.0.
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This document contains rubrics and checklists for assessing student performance in various language tasks. The first section provides a rubric for a speaking assessment with criteria such as body language, content, formal requirements, fluency, and clarity. Points are assigned for excellent, good, fair, and poor performance in each category. The second section contains a checklist for assessing a student brochure on criteria like capitalization, punctuation, design, content, and accurate task development. The third section lists criteria for direct observation, including appropriate language use, understanding seeking, body language, idea expression, and voice tone. Scores are assigned based on yes or no for each criterion. The last section appears to be a template for a teacher's log or
Tsl 3110 teaching vocab "principles"
The document provides principles for teaching vocabulary to students. Teachers should choose useful words that learners will encounter often and need to use. They should let learners take responsibility for learning words themselves by preparing definitions for class discussion. Teachers also need to focus on different aspects of words beyond just definitions, like pronunciation, grammar, and word parts. Providing opportunities to see words used in context and use words in meaningful tasks is important for learning. Teachers should implement regular vocabulary testing to give feedback and motivate further study, and remain patient as students progress through the learning process.
Error correction
The document discusses different types of error correction for language learners. It defines the differences between mistakes and errors, and describes various methods of correction for speaking, reading, and writing. These include explicit correction, recasts, clarification requests, metalinguistic clues, elicitation, and repetition for speaking. For writing, the document suggests having students self-correct using a correction key. It concludes that errors should not be corrected during communication activities, but structures being practiced should be corrected to help develop grammatical skills.
Students error correction
This document discusses how to effectively correct students' errors in English without discouraging learning. It recommends discriminating between when and how to correct based on the activity and its aims. There are different categories of errors like grammar, pronunciation, meaning, and appropriateness. Corrections can be done through self-correction, peer correction, or teacher correction using techniques like signing, gestures, or selectively correcting written work. Peer correction is beneficial as both students are focused on language learning with less dependence on the teacher.
Error correction in a communicative class
This document discusses error correction in language classrooms. It argues that mistakes are a natural part of learning and the classroom environment should allow for mistakes. It provides examples of different techniques for correcting errors, such as immediate or delayed correction. The document also discusses when, where, and by whom errors should be corrected, including self-correction, peer correction, and teacher correction. Indirect feedback is recommended to avoid embarrassment and encourage learning over time.
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This document contains rubrics for evaluating a student's speaking skills, brochure, and observation.
The speaking rubric has categories for body language, formal requirements, and clarity. It rates students as excellent, good, fair, or poor in using body language to communicate, having proper grammar and vocabulary, and being understandable.
The brochure rubric evaluates punctuation, design, use of context from class, formal requirements, and accurate task completion.
The observation rubric contains criteria for appropriate language use, asking questions, body language, ideas, and voice tone. It rates students as yes or no for demonstrating each criterion.
Chapter 9 questions
The document discusses various methods for assessing and teaching spelling skills. It covers:
1) Stages of spelling development in children from ages 3-8.
2) Diagnostic and criterion-referenced spelling tests that can assess skills and identify areas of weakness.
3) Informal assessment techniques like dictated spelling tests and constructing informal spelling inventories.
Speaking evaluation
The document provides instructions for an English speaking test. Students will give a 3 to 5 minute presentation about their experiences in their first job or expectations about their first job. Their presentation will be evaluated on a 25 point rubric across 5 categories: vocabulary, voice, pronunciation, language, and duration. The rubric provides criteria for high, middle, and low performance in each category. Scores on the rubric will then be converted to a final grade on an evaluation scale ranging from 2.0 to 7.0.
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This document contains rubrics and checklists for assessing student performance in various language tasks. The first section provides a rubric for a speaking assessment with criteria such as body language, content, formal requirements, fluency, and clarity. Points are assigned for excellent, good, fair, and poor performance in each category. The second section contains a checklist for assessing a student brochure on criteria like capitalization, punctuation, design, content, and accurate task development. The third section lists criteria for direct observation, including appropriate language use, understanding seeking, body language, idea expression, and voice tone. Scores are assigned based on yes or no for each criterion. The last section appears to be a template for a teacher's log or
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The document provides principles for teaching vocabulary to students. Teachers should choose useful words that learners will encounter often and need to use. They should let learners take responsibility for learning words themselves by preparing definitions for class discussion. Teachers also need to focus on different aspects of words beyond just definitions, like pronunciation, grammar, and word parts. Providing opportunities to see words used in context and use words in meaningful tasks is important for learning. Teachers should implement regular vocabulary testing to give feedback and motivate further study, and remain patient as students progress through the learning process.
Error correction
The document discusses different types of error correction for language learners. It defines the differences between mistakes and errors, and describes various methods of correction for speaking, reading, and writing. These include explicit correction, recasts, clarification requests, metalinguistic clues, elicitation, and repetition for speaking. For writing, the document suggests having students self-correct using a correction key. It concludes that errors should not be corrected during communication activities, but structures being practiced should be corrected to help develop grammatical skills.
Students error correction
This document discusses how to effectively correct students' errors in English without discouraging learning. It recommends discriminating between when and how to correct based on the activity and its aims. There are different categories of errors like grammar, pronunciation, meaning, and appropriateness. Corrections can be done through self-correction, peer correction, or teacher correction using techniques like signing, gestures, or selectively correcting written work. Peer correction is beneficial as both students are focused on language learning with less dependence on the teacher.
Error correction in a communicative class
This document discusses error correction in language classrooms. It argues that mistakes are a natural part of learning and the classroom environment should allow for mistakes. It provides examples of different techniques for correcting errors, such as immediate or delayed correction. The document also discusses when, where, and by whom errors should be corrected, including self-correction, peer correction, and teacher correction. Indirect feedback is recommended to avoid embarrassment and encourage learning over time.
Teachers' and Students' Attitudes Toward Error Correction in L2 Writing
Comparing student and teacher attitudes toward various aspects of language and instruction including the way writing errors are corrected is a fruitful activity in language education and SLA classroom research. To contribute to this line of inquiry, the present study investigated the preferences of 30 EFL teachers and 100 L2 students as to various language features as well as error marking techniques in writing. Two questionnaires were developed to elicit views of students and teachers on various error correction techniques in L2 writing. To add a qualitative dimension to the study and to triangulate the findings, nine teachers who took part in the survey study were invited for follow-up interviews. The results revealed that there are noticeable differences in the preferences and attitudes of teachers and students toward issues related to marking writing papers.
Furthermore, not only were differences observed between students and teachers in terms of their preferences and attitudes, but there was also disagreement between teachers themselves and among students as to the most appropriate error correction techniques. Further results and implications of the study are discussed in the paper.
Correcting MISTAKES, ESL
The document discusses different types of errors students can make and strategies for correcting them. It defines a slip as a mistake due to lack of attention, a mistake as needing extra guidance, and an error as not knowing the concept. It then discusses aims of oral correction, written correction techniques, and codes for correcting errors. It concludes that students learn from their mistakes.
Testing vocabulary (final)
Teachers have several options for testing students' vocabulary knowledge. Recognition items like multiple choice questions allow students to select the correct meaning of a word from options. Production items require students to produce the word, definition, or synonym. Teachers should consider using pictures, definitions, gap filling, and oral tests. Well-designed vocabulary tests use context, include enough items to be reliable, and avoid issues like guessing. Teachers have resources available to help design valid and informative vocabulary assessments.
lesson_plan_3
This science lesson plan aims to teach grade 1 students the parts of a plant. The lesson will begin with students observing plants outside and discussing what plants need to grow. Then, the teacher will show a video identifying the parts of a plant and their roles. Students will participate in activities to label the parts of plants and describe the role of each part. The lesson plan outlines the learning objectives, prior knowledge, teaching methods, resources, and student grouping strategies.
Speaking test
The document outlines criteria for students to practice and perform a dialogue about professions. It provides a rubric with four criteria: fluency, pronunciation, intonation, and interaction. For each criterion there are descriptions for achieved (5 points), enough (4 points), and deficient (2 points). The maximum possible score is 20 points.
Theoretical Assignment Power Point
This document outlines effective strategies for teaching vocabulary to students. It recommends having students link new terms to their own life experiences to help retain meanings. It also suggests having students paraphrase terms in their own words for better understanding. Differentiation techniques are important, such as maintaining high expectations while allowing varying levels of support through examples, practice time, and repetition. Making connections to students' real-life situations helps ESOL and ESE learners. Interview strategies like knowledge rating guides, vocabulary webs, and word substitution activities provide ways to assess and expand students' vocabularies.
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Error correction is used to highlight areas for students to improve their writing and speaking skills by correcting mistakes. There are several approaches to error correction, including emphasizing students' psychological development and interlanguage. Errors can be categorized based on their cause, such as random guesses, hypothesis testing, or slips. A model for written error correction evaluates comprehensibility, task requirements, and accurate syntax and lexis. Teachers can plan error correction by giving guidelines and having students self-edit or peer-edit using techniques like color-coding, writing corrections, or identifying error codes. The goal is to train students to independently improve their English skills over time.
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This document discusses error correction in language learning. It defines slips, errors, and attempts and discusses sources of errors like L1 interference and developmental errors. It provides questions for teachers to consider when deciding whether and how to correct errors, such as whether the correction will help learning. The document also discusses techniques for correcting errors gently without hindering fluency and gives examples of written feedback methods for different writing tasks. Throughout, it emphasizes the importance of gentle correction and avoiding overcorrection.
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The document contains rubrics and scoring guides for evaluating student work in areas such as writing, speaking, presentations, and final projects. For writing samples, students can earn points in categories like organization and content, mechanics and usage, illustrations, and punctuality. For speaking, students are evaluated on oral communication skills, pronunciation, accuracy, and use of visual aids. Presentation evaluation criteria include organization, content knowledge, use of visuals, mechanics, and delivery. The final project rubric assesses organization, content, use of visuals and technology, mechanics and usage, and punctuality. Across the rubrics, students can receive scores from unsatisfactory to excellent in different competency areas.
Essential Vocabulary Skills
This document discusses vocabulary instruction and strategies for developing students' vocabulary. It defines vocabulary and describes four types: listening, speaking, reading, and writing. Most vocabulary is learned indirectly through everyday experiences, but some must be taught directly. Effective instruction uses both indirect methods, like reading aloud, and direct teaching of word meanings. Analyzing word parts, such as prefixes, roots, and suffixes, helps students determine the meanings of unfamiliar words. Structural analysis, or breaking words into parts, is an important vocabulary skill that aids comprehension.
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ERROR CORRECTION IMPLEMENTATION IN THE CLASSROOM AT COLEGIO CANADIENSEUNIVERSIDAD MAGISTER (Sitio Oficial)
Estimados usuarios.
Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes.
Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com,
Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio.
Rectoría, Universidad Magister. – 2014.
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This document discusses the Total Physical Response (TPR) method for teaching Chinese as a second language. It explains the key principles behind TPR, which are to use gestures, physical movement, and emotional engagement to help students comprehend and recall new vocabulary without translation. The document outlines the basic steps of TPR: (1) the teacher gives a command, (2) models the action, and (3) has students perform it. TPR aims to lower students' anxiety and make learning more enjoyable through interactive physical activities like acting out stories.
Summary
1) Teachers should carefully consider what they want to learn about students' abilities and how that information will be used when designing effective assessment procedures.
2) Oral assessments should focus on students' communication abilities rather than just their reaction to test questions. Students should be asked to speak spontaneously about familiar topics.
3) Evaluation involves making judgements about students' learning based on collected information. Assessment involves gathering that information. Grading assigns a mark to represent the evaluation. Factors like fluency, grammar, pronunciation, and vocabulary are evaluated on a rating scale.
ERROR CORRECTION
The document describes different types of feedback that teachers can provide to students when correcting errors:
1) Recast: The teacher implicitly corrects errors by restating what the student said correctly.
2) Clarification request: The teacher asks for clarification or repetition when a student's speech is unclear due to errors.
3) Metalinguistic feedback: The teacher provides comments, questions or information about the language rules without explicitly correcting the error.
Testing Vocabulary
This document discusses testing vocabulary. It begins by asking what vocabulary is and how words are learned. It then examines different formats for testing vocabulary, including multiple choice, matching, gap filling, and cloze tests. The document notes advantages and disadvantages of different formats. For example, multiple choice is easy to score but limits knowledge to options, while gap filling tests production ability but answers may have multiple possibilities. It emphasizes the importance of testing vocabulary within meaningful contexts and communicatively. In the end, it concludes that knowing a word involves a complex network of associations across different aspects of language.
Element presentation rubric
This document contains a rubric for grading student presentations. It evaluates students on 5 criteria: preparedness, enthusiasm, clear speaking, comprehension of the topic, and staying on topic. Each criteria is scored on a scale of 5 to 20 points, with higher scores given for more positive performance in each area such as being completely prepared, speaking clearly all the time, demonstrating a full understanding of the topic, and staying on topic 100% of the time.
How_to_Provide_Effective_Fdbk_PPT
1. The document discusses different types of feedback for spoken language errors: explicit correction, recasts, elicitation, repetition, and metalinguistic feedback.
2. A student survey found that students prefer immediate feedback, especially on pronunciation, during tutorials and activities.
3. Teachers reported using explicit correction for individual sounds and elicitation when errors impede communication. They provide metalinguistic feedback to explain rules.
4. The document suggests focusing feedback on errors that affect meaning and having students apply feedback to improve.
English Langage Development Levels of Proficiency
The document outlines different levels of English language proficiency for students, from beginning to advanced. It describes typical student behaviors and instructional strategies at each level. The beginning level focuses on nonverbal communication and simple speech. The early intermediate level involves basic vocabulary and sentences. The intermediate level includes identifying main ideas and defining new vocabulary. Instructional strategies progress from visuals and read alouds to study skills, writing, and media tools.
Error correction and feedback
The document discusses techniques for providing feedback and correcting errors in language learning. It identifies three types of corrections: self-correction where students correct themselves; student-to-student correction where students correct each other; and teacher correction. For self-correction, teachers can use techniques like repetition, echoing, questions or hints to subtly point out mistakes without telling students they are wrong. Student-to-student correction works well in cooperative classrooms but the original student must still be involved. Teacher correction is a last resort if students can't self-correct or correct each other. The document also addresses the difference between accuracy and fluency activities when deciding whether and how to correct errors.
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This rubric evaluates students on their oral presentation of a role play about a person's routine. It assesses students on four criteria: speaking clearly, enthusiasm, use of complete sentences, and collaboration with their peer partner. For each criterion there are descriptions and point values assigned for performance at the exemplary, proficient, partially proficient, and developing levels. The teacher will use this rubric to score students and provide feedback on their presentation skills.
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The document discusses assessing vocabulary knowledge through testing. It covers:
1. Defining key vocabulary terms like tokens, types, lemmas and word families.
2. Explaining the difference between receptive and productive vocabulary and how each can be tested. Common receptive tests include multiple choice, gap fills and sentence completion while productive tests involve picture naming, describing pictures and writing definitions.
3. Providing examples of vocabulary test questions that assess word recognition, definitions and using words in context. Multiple choice, fill in the blank and matching are suggested formats.
4. Noting the challenges in testing productive vocabulary but providing methods like pictures, definitions and examples to elicit word production through speaking or writing. Context,
Strategies and Activities for English Language Learners Presentation
This document contains a presentation about strategies and activities for English language learners. It discusses displaying academic vocabulary prominently and including language standards in each subject. It recommends explicitly teaching learning strategies through scaffolding and different types of questions. Comprehension activities mentioned include concept mapping, flash cards, small group work, hands-on experiences, and journaling. Differentiated assessments are suggested to support students at various fluency levels. A listening and speaking activity called "Have You Ever?" is described. The presentation concludes by thanking the presenter's daughter for her help as the presenter's first ELL student.
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Comparing student and teacher attitudes toward various aspects of language and instruction including the way writing errors are corrected is a fruitful activity in language education and SLA classroom research. To contribute to this line of inquiry, the present study investigated the preferences of 30 EFL teachers and 100 L2 students as to various language features as well as error marking techniques in writing. Two questionnaires were developed to elicit views of students and teachers on various error correction techniques in L2 writing. To add a qualitative dimension to the study and to triangulate the findings, nine teachers who took part in the survey study were invited for follow-up interviews. The results revealed that there are noticeable differences in the preferences and attitudes of teachers and students toward issues related to marking writing papers.
Furthermore, not only were differences observed between students and teachers in terms of their preferences and attitudes, but there was also disagreement between teachers themselves and among students as to the most appropriate error correction techniques. Further results and implications of the study are discussed in the paper.
Correcting MISTAKES, ESL
The document discusses different types of errors students can make and strategies for correcting them. It defines a slip as a mistake due to lack of attention, a mistake as needing extra guidance, and an error as not knowing the concept. It then discusses aims of oral correction, written correction techniques, and codes for correcting errors. It concludes that students learn from their mistakes.
Testing vocabulary (final)
Teachers have several options for testing students' vocabulary knowledge. Recognition items like multiple choice questions allow students to select the correct meaning of a word from options. Production items require students to produce the word, definition, or synonym. Teachers should consider using pictures, definitions, gap filling, and oral tests. Well-designed vocabulary tests use context, include enough items to be reliable, and avoid issues like guessing. Teachers have resources available to help design valid and informative vocabulary assessments.
lesson_plan_3
This science lesson plan aims to teach grade 1 students the parts of a plant. The lesson will begin with students observing plants outside and discussing what plants need to grow. Then, the teacher will show a video identifying the parts of a plant and their roles. Students will participate in activities to label the parts of plants and describe the role of each part. The lesson plan outlines the learning objectives, prior knowledge, teaching methods, resources, and student grouping strategies.
Speaking test
The document outlines criteria for students to practice and perform a dialogue about professions. It provides a rubric with four criteria: fluency, pronunciation, intonation, and interaction. For each criterion there are descriptions for achieved (5 points), enough (4 points), and deficient (2 points). The maximum possible score is 20 points.
Theoretical Assignment Power Point
This document outlines effective strategies for teaching vocabulary to students. It recommends having students link new terms to their own life experiences to help retain meanings. It also suggests having students paraphrase terms in their own words for better understanding. Differentiation techniques are important, such as maintaining high expectations while allowing varying levels of support through examples, practice time, and repetition. Making connections to students' real-life situations helps ESOL and ESE learners. Interview strategies like knowledge rating guides, vocabulary webs, and word substitution activities provide ways to assess and expand students' vocabularies.
Error correction
Error correction is used to highlight areas for students to improve their writing and speaking skills by correcting mistakes. There are several approaches to error correction, including emphasizing students' psychological development and interlanguage. Errors can be categorized based on their cause, such as random guesses, hypothesis testing, or slips. A model for written error correction evaluates comprehensibility, task requirements, and accurate syntax and lexis. Teachers can plan error correction by giving guidelines and having students self-edit or peer-edit using techniques like color-coding, writing corrections, or identifying error codes. The goal is to train students to independently improve their English skills over time.
Error correction slideshare
This document discusses error correction in language learning. It defines slips, errors, and attempts and discusses sources of errors like L1 interference and developmental errors. It provides questions for teachers to consider when deciding whether and how to correct errors, such as whether the correction will help learning. The document also discusses techniques for correcting errors gently without hindering fluency and gives examples of written feedback methods for different writing tasks. Throughout, it emphasizes the importance of gentle correction and avoiding overcorrection.
Rubrics
The document contains rubrics and scoring guides for evaluating student work in areas such as writing, speaking, presentations, and final projects. For writing samples, students can earn points in categories like organization and content, mechanics and usage, illustrations, and punctuality. For speaking, students are evaluated on oral communication skills, pronunciation, accuracy, and use of visual aids. Presentation evaluation criteria include organization, content knowledge, use of visuals, mechanics, and delivery. The final project rubric assesses organization, content, use of visuals and technology, mechanics and usage, and punctuality. Across the rubrics, students can receive scores from unsatisfactory to excellent in different competency areas.
Essential Vocabulary Skills
This document discusses vocabulary instruction and strategies for developing students' vocabulary. It defines vocabulary and describes four types: listening, speaking, reading, and writing. Most vocabulary is learned indirectly through everyday experiences, but some must be taught directly. Effective instruction uses both indirect methods, like reading aloud, and direct teaching of word meanings. Analyzing word parts, such as prefixes, roots, and suffixes, helps students determine the meanings of unfamiliar words. Structural analysis, or breaking words into parts, is an important vocabulary skill that aids comprehension.
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ERROR CORRECTION IMPLEMENTATION IN THE CLASSROOM AT COLEGIO CANADIENSEUNIVERSIDAD MAGISTER (Sitio Oficial)
Estimados usuarios.
Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes.
Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com,
Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio.
Rectoría, Universidad Magister. – 2014.
TPR For Chinese Language Teaching
This document discusses the Total Physical Response (TPR) method for teaching Chinese as a second language. It explains the key principles behind TPR, which are to use gestures, physical movement, and emotional engagement to help students comprehend and recall new vocabulary without translation. The document outlines the basic steps of TPR: (1) the teacher gives a command, (2) models the action, and (3) has students perform it. TPR aims to lower students' anxiety and make learning more enjoyable through interactive physical activities like acting out stories.
Summary
1) Teachers should carefully consider what they want to learn about students' abilities and how that information will be used when designing effective assessment procedures.
2) Oral assessments should focus on students' communication abilities rather than just their reaction to test questions. Students should be asked to speak spontaneously about familiar topics.
3) Evaluation involves making judgements about students' learning based on collected information. Assessment involves gathering that information. Grading assigns a mark to represent the evaluation. Factors like fluency, grammar, pronunciation, and vocabulary are evaluated on a rating scale.
ERROR CORRECTION
The document describes different types of feedback that teachers can provide to students when correcting errors:
1) Recast: The teacher implicitly corrects errors by restating what the student said correctly.
2) Clarification request: The teacher asks for clarification or repetition when a student's speech is unclear due to errors.
3) Metalinguistic feedback: The teacher provides comments, questions or information about the language rules without explicitly correcting the error.
Testing Vocabulary
This document discusses testing vocabulary. It begins by asking what vocabulary is and how words are learned. It then examines different formats for testing vocabulary, including multiple choice, matching, gap filling, and cloze tests. The document notes advantages and disadvantages of different formats. For example, multiple choice is easy to score but limits knowledge to options, while gap filling tests production ability but answers may have multiple possibilities. It emphasizes the importance of testing vocabulary within meaningful contexts and communicatively. In the end, it concludes that knowing a word involves a complex network of associations across different aspects of language.
Element presentation rubric
This document contains a rubric for grading student presentations. It evaluates students on 5 criteria: preparedness, enthusiasm, clear speaking, comprehension of the topic, and staying on topic. Each criteria is scored on a scale of 5 to 20 points, with higher scores given for more positive performance in each area such as being completely prepared, speaking clearly all the time, demonstrating a full understanding of the topic, and staying on topic 100% of the time.
How_to_Provide_Effective_Fdbk_PPT
1. The document discusses different types of feedback for spoken language errors: explicit correction, recasts, elicitation, repetition, and metalinguistic feedback.
2. A student survey found that students prefer immediate feedback, especially on pronunciation, during tutorials and activities.
3. Teachers reported using explicit correction for individual sounds and elicitation when errors impede communication. They provide metalinguistic feedback to explain rules.
4. The document suggests focusing feedback on errors that affect meaning and having students apply feedback to improve.
English Langage Development Levels of Proficiency
The document outlines different levels of English language proficiency for students, from beginning to advanced. It describes typical student behaviors and instructional strategies at each level. The beginning level focuses on nonverbal communication and simple speech. The early intermediate level involves basic vocabulary and sentences. The intermediate level includes identifying main ideas and defining new vocabulary. Instructional strategies progress from visuals and read alouds to study skills, writing, and media tools.
Error correction and feedback
The document discusses techniques for providing feedback and correcting errors in language learning. It identifies three types of corrections: self-correction where students correct themselves; student-to-student correction where students correct each other; and teacher correction. For self-correction, teachers can use techniques like repetition, echoing, questions or hints to subtly point out mistakes without telling students they are wrong. Student-to-student correction works well in cooperative classrooms but the original student must still be involved. Teacher correction is a last resort if students can't self-correct or correct each other. The document also addresses the difference between accuracy and fluency activities when deciding whether and how to correct errors.
Oral presentation rubric ppp lesson plan
This rubric evaluates students on their oral presentation of a role play about a person's routine. It assesses students on four criteria: speaking clearly, enthusiasm, use of complete sentences, and collaboration with their peer partner. For each criterion there are descriptions and point values assigned for performance at the exemplary, proficient, partially proficient, and developing levels. The teacher will use this rubric to score students and provide feedback on their presentation skills.
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The document discusses assessing vocabulary knowledge through testing. It covers:
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2. Explaining the difference between receptive and productive vocabulary and how each can be tested. Common receptive tests include multiple choice, gap fills and sentence completion while productive tests involve picture naming, describing pictures and writing definitions.
3. Providing examples of vocabulary test questions that assess word recognition, definitions and using words in context. Multiple choice, fill in the blank and matching are suggested formats.
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Listening, Speaking, Reading and Writing (LSRW) are the four skills which play an important role in the acquisition of language and learning. The system ensures a stress free environment with high quality digital content.
Pp clc white group project
This document discusses the importance of vocabulary for children's language development and learning. It defines vocabulary as the words we use to communicate through reading and writing. Children require language-rich environments and experiences to develop vocabulary skills needed for social and cognitive development. The document outlines factors that affect children's vocabulary acquisition like socioeconomic status and the quantity of words children hear. It also describes effective vocabulary instruction strategies like explicit instruction of specific words, using words in rich contexts, and teaching word-learning strategies like morphology, context clues and dictionary use. Formal and informal methods to assess vocabulary knowledge are also discussed.
Spelling Bee
This newsletter discusses an upcoming spelling bee activity in the classroom. Older students from grades 5 and 6 will assist younger students for 3 weeks by listening to them read and helping with spelling difficult words. These words will be recorded in a book. After 3 weeks, a spelling bee will be held for students and parents to attend. Words in the spelling bee will come from books, spelling books, and words the students should know. The roles of students, teachers, and parents are outlined to help prepare for the spelling bee through practicing spelling words. Benefits of the spelling bee are discussed as helping to expand vocabulary and communication skills.
Words their way parent presentation
This document provides an overview of Words Their Way, an approach to word study and spelling instruction. It involves students sorting words according to sound or patterns to investigate word structures. Students are grouped by their spelling development stage and sort words weekly that follow similar patterns. Sorts include open, closed, speed, and buddy sorts. Students then read and discuss the words to understand the patterns. The schedule has students sorting, writing, and practicing words each day to reinforce spelling skills.
Reading Diagnosis & Remediation for Elementary Student
This project offers valuable information into various assessment tools and remedial methods that can be used with elementary students. This particular presentation was based on the needs of a third grade child who was classified as a struggling reader by his classroom teacher.
Phil- IRI Orientation Rodolfo Z. Titong National High School.ppt
The document discusses the Phil-IRI (Philippine Informal Reading Inventory) which is used to assess students' reading abilities and difficulties in order to design appropriate classroom interventions. It describes the components of the Phil-IRI including group screening tests, reading passages, and comprehension questions. It also explains how to administer the Phil-IRI by conducting oral reading assessments, listening comprehension, and silent reading tests. The results are used to determine students' reading levels and profiles in order to identify difficulties and plan targeted instruction.
Approaches to teach reading
The document discusses three main approaches to teaching reading:
1. The Language Experience Approach (LEA) uses students' own words and experiences to create reading material. It helps develop language skills.
2. The Phonics Approach teaches the relationship between letters and sounds. It helps students recognize familiar words and decode new words.
3. The Sight Word Approach teaches high frequency words that are recognized instantly without sounding out. It provides a base for beginning reading.
Each approach has different activities to practice skills like matching pictures, word/letter hunts, blending sounds, and integrating language skills through poems. Videos and songs can also be used in phonics instruction.
TESTING-VOCABULARY-KNOWLEDGE........pptx
This document discusses testing vocabulary knowledge. It defines vocabulary and the importance of vocabulary for communication and language acquisition. It also defines testing and explains that testing is used to evaluate a student's level of knowledge and skills. The document discusses why teachers test vocabulary, including to understand a student's vocabulary development and comprehension. It also outlines different forms of testing vocabulary, such as multiple choice, matching, jumbled letters, and completion items.
Teaching vocabulary & grammar
The document discusses various aspects of teaching vocabulary and grammar. It addresses that teaching vocabulary needs to focus on meaning, form, use and other elements. Grammar teaching should balance form and function to help students communicate effectively. Various activities are suggested for teaching vocabulary and grammar, including deliberate teaching, strategy training, and giving repeated attention to target words. The document emphasizes that both vocabulary and grammar need to be taught through meaningful, communicative activities.
Assessing speaking
The document discusses assessing speaking skills in students. It begins by defining speaking and listing reasons to assess it, such as helping students and teachers understand strengths and weaknesses. It then covers what speaking involves, including micro and macro factors. The document provides guidance on planning a speaking assessment, such as choosing learning outcomes, designing a test or activity, developing a rubric, and considering the testing environment. Sample rubrics are included that assess pronunciation, vocabulary, accuracy, fluency, non-verbal communication skills, and ability to communicate. The document concludes by discussing next steps after assessment, such as remedial planning, feedback, and analyzing results data.
Teach vocabulary
The document provides guidance on effective vocabulary instruction strategies. It recommends determining critical words to explicitly teach, connecting new words to explanations and examples, and having students actively process and practice using new vocabulary through speaking and writing. The document also stresses differentiating instruction by scaffolding note-taking for students and gradually reducing supports. Teachers should plan how to help students apply new words in meaningful future contexts.
Building vocabulary
The document provides guidance on effective vocabulary instruction strategies. It recommends determining critical words to explicitly teach, connecting new words to explanations and examples, and having students actively process and practice using new vocabulary through speaking and writing. The document also stresses differentiating instruction by scaffolding notes and gradually releasing supports as students' understanding increases. Teachers should plan how to help students apply new words in meaningful future contexts.
5 tips to make your class memorable2015
This PPT is a workshop to discuss your priorities in an ELF class.
We discussed motivation, student-centered class, fluency vs accuracy, independent activities, and something new to be learned. There are questions related to teacher's experiences and the author presents sound reason for his priorities in an EFL classroom.
http://www.slideshare.net/rchaviano/5-tips-to-make-your-class-memorable2015
Elnie Tuyugon
The document discusses grammar and oral language development. It covers several topics:
1. It defines grammar and its dimensions, including form, meaning and use.
2. It outlines 5 stages of oral language development in children from infancy to age 5.
3. It discusses the components of oral language, including phonology, semantics, syntax and pragmatics.
4. It provides guidelines for teaching speaking, including the importance of balancing language input, structured output, and communicative output activities.
Audio Lingual Method rizzo-simón
This document describes the Audio-Lingual Method (ALM) of foreign language teaching. It discusses how ALM uses repetition drills, dialogues, and a focus on oral skills to teach grammar patterns and help students form new habits in the target language. Student interaction is teacher-directed and occurs through drills like chain drills. Errors are avoided, the target language is used exclusively, and testing is discrete-point in nature.
Harnessing the Power and Promise of Mobile Technologies to Make Literacy Data...
Harnessing the Power and Promise of Mobile Technologies to Make Literacy Data...African Virtual University
The document outlines a mobile learning workshop organized by the African Virtual University to teach participants how to develop data collection tools and conduct literacy assessments using handheld devices. The workshop will provide an introduction to Early Grade Reading Assessments (EGRA) and teach administration of EGRA tools through demonstrations and hands-on practice sessions using tablets and mobile apps. Participants will practice administering literacy assessments and scoring responses to ensure consistent evaluation of reading skills.Similar to Sitton Spelling (20)
Strategies and Activities for English Language Learners Presentation
Strategies and Activities for English Language Learners Presentation
Reading Diagnosis & Remediation for Elementary Student
Reading Diagnosis & Remediation for Elementary Student
Phil- IRI Orientation Rodolfo Z. Titong National High School.ppt
Phil- IRI Orientation Rodolfo Z. Titong National High School.ppt
Harnessing the Power and Promise of Mobile Technologies to Make Literacy Data...
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Math workshops.pptx
1. The document discusses goals for helping a math teacher think about needs, research, and change in mathematics education through designing real-life lessons.
2. It provides information on shifting skills valued by employers, misconceptions about math, and approaches to teaching math through problem-solving, creativity, and collaboration rather than solely procedures and calculations.
3. The document offers resources and strategies for opening tasks, using authentic problems, and alternative forms of assessment to engage students in math.
Ladies retreat
The document discusses the exchange of one's identity for Christ's identity through crucifixion with Him. It says that believers have been crucified with Christ and it is no longer them who live but Christ lives in them. Their lives are now hidden with Christ in God. It also discusses how God's power is made perfect in human weakness, so believers can find strength and pleasure in their weaknesses and difficulties because of their union with Christ and reliance on His strength.
Every Day Editing
This document contains a sample lesson plan for teaching writing conventions using exemplar sentences. The lesson includes: (1) analyzing a model sentence; (2) inviting students to write imitation sentences; (3) explaining the grammar point; (4) an optional activity to group sentences; (5) an optional activity to ungroup sentences; and (6) inviting students to edit sample sentences. The document provides examples for each part of the lesson and prompts the reader to create their own lesson following the template.
Fevers, Plagues, and Mosquitoes
A powerpoint that focuses on the skill of inferring--both when reading individual words and whole sentences and paragraphs. It is based on a pairing of Fever 1793 and An American Plague.
Sign of the beaver powerpoint
A 12-year-old boy named Matt was left alone in the Maine wilderness in 1768 to care for his family's homestead after his father had not returned as promised from visiting sick relatives. Matt faced the biggest decision of his life living alone in the wilderness.
Dr.Goodreader
Dr. Goodreader was developed by Susan Stevens and Rakitia Delk to teach students reading strategies in a systematic way and enable them to self-diagnose problems and choose appropriate strategies, with the goal of moving from textbook instruction to reading workshops; it outlines strategies like metacognition, activating background knowledge, visualizing, inferring, questioning, determining importance, synthesizing, and evaluating.
Thankful
The document is a song lyric expressing gratitude for life experiences and blessings. It thanks God for each new day, the beautiful world, and love from people. The singer reflects on surviving a car crash and feeling very blessed when seeing red sunsets, counting blessings that go on endlessly including smiles and hand holding. It concludes by reiterating thanks for each moment and breathing day.
Thankful
The document is a song about being thankful for life and blessings. It expresses gratitude for each new day, the beautiful world surrounding the singer, and the love of people around them. It mentions surviving a fiery car crash by the grace of an angel and feeling very blessed when looking at red sunsets. The singer wants the listener to know that they are thankful.
Thankful
A poem expresses gratitude for basic necessities like food and shelter that some struggle without, referring to someone standing in a welfare line or holding a hungry sign off the freeway.
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Sitton Spelling
- 1. An approach that focuses on learning to spell…forever …not just for this week’s spelling list! Sitton Spelling
- 2. Each grade has a list of Core Words. These are the words that are tested and targeted for mastery in each grade. These are high-frequency words and are introduced in frequency-of-use order. These words are tested in context using a Cloze Story Word Test and Sentence Dictation Test. Students do not pre-study the words for these tests. The words they miss become their Spelling Words. Core Words
- 3. The Core Words in the Rebecca Sitton program are divided by grade levels. They are the seeds from which this spelling program grows and develops. They provide a foundation for each grade level to begin spelling exploration and are a springboard for the study of hundreds of additional words. Grade 1 word frequencies 1-30 Grade 2 word frequencies 31-130 Grade 3 word frequencies 131-265 Grade 4 word frequencies 266-400 Grade 5 word frequencies 401-600 and beyond More About Core Words
- 4. Each grade level has a list of Priority Words that students MUST spell correctly in all their written work. This list is shorter than the list of Core Words. For example, in 5th Grade there are approximately 680 Core Words and 103 Priority Words. Students are taught HOW to proofread and are responsible to proofread all of their Priority Words. (Teachers may introduce the Priority Words a bit at a time.) Teachers will randomly sample student writing in any class to check for correct spelling of Priority Words. Priority Words
- 5. Please help your child to spell these words correctly in their everyday writing. Not all classes or all children will have the same number of priority words at any given time. Spelling is both a developmental and highly individualized skill so teachers attempt to meet the needs of their classes within the framework of the program. Grade 1 words 1-21 Grade 2 words 1-36 Grade 3 words 1-60 Grade 4 words 1-100 Grade 5 words 1-150 and beyond More About Priority Words
- 6. Focuses on how all words work. Students expand their knowledge of words for writing, spelling, reading, speaking, and thinking. Students learn concepts of spelling. Students build visual skills—prerequisites for good spelling and proofreading. Students build language skills. Students build proofreading skills. Build Skills and Word Experiences
- 7. Assessment can have four (or more) parts. Cloze Story Word Test in which the teacher reads a story and students fill in the blanks with the correct words. For example, the teacher might read: The man walked toward the door. The student’s paper would look like this: The ____ walked toward the door. The Skill Test which assesses the student’s application of the concepts taught during the unit. The Proofreading Test which assesses the student’s application of proofreading skills. The Sentence Dictation Test which assesses listening ability and ability to spell, punctuate, and capitalize in context. Assessment
- 8. But it’s worth it! Sitton Spelling is not a fad, but a research-based spelling program that shows great results in day-to-day spelling. Change Takes Time!