EDUC 302 Case Study 1 You have a student who is struggling with your synthetic approach to teaching phonics. Explain 3 alternative approaches to phonics instruction that you could use to help this student. Alternative #1: Linguistic Phonics Instruction, on page 231, is an approach that teaches unknown words by placing together sound-symbol patterns. For example, Dr. Seuss books use sound-symbol patterns and use the repetition of words that sound alike to teach new words. A good way to teach this to a child who is having problems with synthetic patterns, is to give them books, like Cat in the Hat by Dr. Seuss.
Within each section it states what the students should be able to achieve for example under speaking and listening it states We want out students to develop increasing confidence and competence in speaking and listening so they are able to: • Clarify and explain their ideas and explain their thinking. • Use a varied and specialised vocabulary. • Listen with understanding and respond sensitively and appropriately. Under reading it states we want our students to enjoy reading, to be able to use their reading to help them learn to develop increasing confidence and competence in reading so that they are able to: • Read fluently and with understanding. • Select information from a wide range of texts and resources including print, media and to evaluate those sources.
LaTonya Rule September 15, 2012 EED470 Professor Oros Phonics and Phonemic Awareness Chart Defining Five Elements of Reading: Phonemic Awareness | The knowledge and manipulation of sounds in spoken words. | Phonics | The relationship between written and spoken letters and sounds. | Reading Fluency | The ability to read with accuracy and with appropriate rate, expression, and phrasing. | Vocabulary Development | The knowledge of words, their definitions, and context. | Reading Comprehension | The understanding of meaning in text: * Scientifically based research * Classroom- based screening, and instructional and diagnostic reading assessments * Should provide ongoing, high-quality professional development focused on essential elements of reading.
This assessment is good in determining the content areas that in need for more attention for each student. This assessment covers the content areas of Math, reading, writing, and listening. Scores are a good tool to determine whether an ELLs is deficient in their English skills in each of the content areas in which he or she scores low, and give the teacher a clear understanding about which standards the student needs to have more of an intensified instruction
Modifying a Lesson Plan for English Language Learners (ELL) By Linda Brown Teaching Literacy to ELL Students E6536 Instructor: Ella Benson Argosy University As the number of English learners increases in schools across the United States, educators are seeking effective ways to help them acquire the knowledge and skills they need to succeed in the classroom. The SIOP Model* is a research-based and validated model of sheltered instruction. Professional development in the SIOP Model helps teachers plan and deliver lessons that allow English learners to acquire academic knowledge as they develop English language proficiency. The Center for Applied Linguistics is an excellent place for educators to gather research-based tools for working effectively with English Language Learners.This is a model, I will use to create a lesson plan for ELL students. The key points are to clearly post, refer to, and review learning objectives and language objectives.
TERMS 1 & 2 - Unit 1 Outcomes Area of Study Content Summary of Learning Activities Outcome 1 Reading and Responding (Text) Text – ‘Generals Die in Bed’ - Reading journal, novel assignment / learning activities and analytical text response Outcome 2 Creating and Presenting (Writing) Students will develop their writing in response to the Context, ‘Conflict’ (chosen text, ‘The Crucible’) Students are to present a collection of pieces, in a variety of forms, along with their Statement of Intentions, responding in imaginative, persuasive and expository modes. (3 – 5 pieces) Outcome 3 Using language to persuade (Issues) Analysis of the use of written and visual language in the presentation of a point of view. Language analysis work •
In the listening assessment I can see how well students are pronouncing words in terms of breaking down the word using syllables. When the student repeats the words that he or she heard from the audiotape, I will be able to see how well they are coming along in listening and repeating, breaking down words to pronounce them correctly and trying to spell the words based off of how they sound. In the flash card assessment, I can see how well the students are coming familiar with the short “a” and the long “a” sound. Students will understand how words are spoken and spelled by knowing the long and short vowel sounds. I can monitor this by changing the words and the vowels at any given time.
Curriculum Guide for Spoken Language Target Grade Level: Fourth (4th) Objective: The student will apply oral communication skills to participate in discussions about learning and collaborative learning projects. Students should be able to use grammatically correct language and specific vocabulary to enhance the learning projects. Virginia Standards of Learning: “4.1 The student will use effective oral communications skills in a variety of settings. a) Present accurate directions to individuals and small
You must cite these sources appropriately within your paper using MLA style. We will review this style in class; it is also spelled out in your LB Brief handbook and your Bedford Reader. 5. The essay should be free from distracting errors of grammar, spelling, and punctuation. I will pay particular attention to your use of compound and complex sentences, your use of apostrophes, and your proofreading (i.e., missing words/switched letters).
The focuses mentioned in this essay relates to personal work experiences; identifying specific goals of instructions. The key concept follows the standard, "What Ideas to target?" The concept I will be following is an understanding of English I. The generalization follows, using concepts that I ask myself, "What knowledge gained will the students have at the end of a lesson, in spite of his or her placement in the tiers?" The students’ benefits, he or she will know the English I, characterizations parts of the language.