How might this influence which reading and writing activities you would assign? What could you do to strengthen a student’s reading or writing skills in each developmental stage? Organize the information in a manner that allows for an easy comparison of the two age groups. (There are several organizational options available to you in Microsoft® Word: tables, columns, and formatting of text.) Format your paper according toAPA guidelines.
Alternative #2: Spelling Based Instruction, on pages 234 and 235, is an approach that focuses on each child individual level of knowledge. It is a good way to figure out where each child is in the process of learning to read, write, and spell; and then build upon in successfully. The text suggests an informal assessment by placing the children in the class into groups and have them write something. This observe what level they are on. Based on what level they are on, then move them into a group of children that are at the same level.
Children are seen as emergent readers and writers, who bring to school with them a whole variety of skills and knowledge with which the teacher can work with. As language and literacy (or English) teachers, it is up to us to analyse and asses the needs of children according to; theories of development (Piaget, Vygotsky, Wilkinson, Luke & Freebody), developmental practices (socio-cultural), prior knowledge (grammar, punctuation, orthography, text-types), establish their skills base (reading [invented spelling], writing) to help determine what phase children are in according to their stage of development, what there ZPD’s are, and thus establish a teaching strategy to help scaffold their learning, giving them the skills to enter society as literate adults, as summed up by Gardner (Gardner & Brockman, 2000): ‘I want people at the end of their education to understand the world in ways that they couldn’t have understood it before their
Outline Format for HHT1 A. Rounding and Truncation A1. Determine whether the teacher will give Student 1 an A for the class if the student has earned 299 points, justifying your answer. Type your answer here. Full sentences and doubled spaced. A2.
An analysis of the types of evaluation, assessment and records used by the Teaching assistant in their school context given the national context and exemplar practice in this area, supported by relevant academic reading. NOTES: · TA’s use a variety of types of assessment for all different purposes. · Summative assessments – SAT’s, mock papers to determine what level the child is up to and what group to put them in. · Formative assessments – Salford reading test, helps inform for planning in curriculum areas, also to develop reading and interpretation skills. · Informative assessment – providing feedback to children, via homework, test results etc.
Grammar: Embedded Questions. Context: I was eliciting information about the context of the reading seen last class, with the aim of having the students produce language freely while reviewing comprehension of the class. Comment: I asked the following question: “Can you tell me, Who they are?. This is correct considering that an embedded question is a question that is included inside another question or statement and they are commonly used after introductory phrases, such as: I wonder, Can you remember, Let’s ask, etc. b.
Physical, cognitive/intellectual, social/ emotional, and moral development will be examined. The course focuses on defining the various stages as they impact instructional practice and decisions in a preK-8 environment. (3 credits) Prerequisite: GEN 200. EDU 310 Models and Theories of Instruction This course focuses on the theoretical models that underlie teaching and learning for all learners. Effective teaching strategies that promote student learning will be examined.
A. Contextual Information for Case Study 1 1. Elements of a Learning Experience in a Unit Grade: Third Content Area: Language Arts Subject Matter: Reading and writing Time Period for the Learning Experience: Two 30-minute sessions in two consecutive days State-adopted Academic Content Standards for Students Reading: Comprehension and Analysis of Grade-Level Appropriate Text 2.5 Distinguish the main idea and supporting details in expository text Writing: Organization and Focus 1.1 Create a single paragraph: a. Develop a topic sentence b. Include simple supporting facts and details Learning Goals for the Learning Experience Students will be able to do the following with a focus on reading and writing: • Identify the main idea of an expository text • Identify three supporting details from the expository text • Summarize the expository text using the main idea and three supporting details in one paragraph Instructional Resources Available • Age-appropriate expository text and writing journals 2. Class Description Students are in a self-contained third grade class.
The difference in teaching methods from this starting point consists of whether to teach said alphabetic print by sound or by meaning. Beginning in the 1600s, children were taught the alphabet using a hornbook. From the 1700s through the mid-1800s, children were taught to read through the memorization of the alphabet using phonics, or letter-sound correspondence and spelling lists. Continuing on in the mid-1800s, educators began to move from the phonics approach to the meaning-based approach, or whole-word approach. Around the 1930s through the 1970s, the whole-word approach was used and was exemplified in the Dick and Jane reading series.
315 Literacy Lesson Plan Leslie Stillwagon ECE315: Language Development in Young Children Instructor: Mar Navarro March 17, 2014 Literacy Lesson Plan Date: 03/17/2014Focus for lesson: literacyLesson plan No: 4Lesson objectives: * The students should be able to identify parts of the topic discussed, the problems and be able to give solutions * Students should be able to draw or write a response to show that they fully understand what is being taughtStandardsIn alignment with the language and literacy standards; * The students will engage actively in the process of reading and use a variety of strategies of comprehension to get the meaning of what is being discussed (Blackburn, 2008). * The students will play a part in the process of reading so that they can understand, respond as well as appreciate a wide variety of poetic, fiction and non-fiction texts.Lesson procedure Time | Teacher action | Student respond | Introduction of the lesson 15mins | Revise with the students on how to read while analyzing the important parts of the text and show them how to summarize stories while capturing the important parts of the texts. | Students read the content and comprehend | Main part of the lesson 40mins | Hand out the books to the students to read and discuss on how to analyze the content and write the vocabulary.Explain to them how to go about with questions and demonstrate using examples. | Students read, comprehend and make a summary from what is taught | Supervise 10mins | Go round looking at how the students are faring and help those who did not understand well be able to accomplish the task given | | Homework opportunities | Student support: Give support to any student who is less able | Extension activities | Strategies to support learning of a second languageAccelerate the development of English literacy through helping students * Make