They use language to explore their own experiences and imaginary worlds.” (http://www.education.gov.uk/schools/teachingandlearning/curriculum/primary/b00198874/english/ks1) The National Curriculum gives practitioners/teachers guidance on what a child should lean and be able to do by the end of Key Stage one. During English lessons the children will learn how to communicate confidently and effectively, this will help the development of their communication and language while developing some of the key aspects to their Literacy. Communication is the art of interactions with
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
When assessing an ELL students’ performance, there must be group work that will be close to the real world like problem solving and personal communication. The English language development is monitored overtime by the teacher’s observations and the student’s self-assessments. The assessments are used at every level of the learning process. Both the teacher and student will benefit from the initial results and the ongoing
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.
English & Language Arts common Core Sate Standards: A Reflection of Key Concepts Significant for Teaching Elementary Language Arts and Literacy Jessica Bribiesca Brandman University Introduction The Common Core State Standards (CCSS) for English Language Arts (ELA) and Literacy are significant to teachers who are preparing to teach elementary school for many reasons. Three strategies to use with the CCSS are outlined in this reflective paper. First, the ELA and Literacy standards aide teachers in setting high standards with clear goals so the teachers can produce a deeper instruction. Second, using text based evidence in ELA and Literacy guides students so they can understand what they are reading by referring back to the
Adding on to this Mrs Cook also uses incorrect grammar which could also be due to where she comes from, ‘aint’ is said instead of ‘isn’t’ and is emphasised when the interviewer uses ‘isn’t’ ; showing the difference in regional areas are to have an effect on how someone speaks. Another example is’ they been’t too bad’ in contrast to when the interviewer says ‘they aren’t too bad’. It shows how someone’s grammar varies to another not because of their education and failure to learn standard grammar but to how regional areas have their own way of speaking, therefore highlighting the effectiveness of dialect to have in a spontaneous speech. You get the impression Mrs Cook is proud of her Gloucestershire
SPE 226 Educating the Exceptional Learner Benchmark Assessment Targeted Essential Learning Effective teachers implement lesson plans that utilize diversified strategies to meet the learning needs of students with varying degrees of cognitive abilities. Effective teachers are able to adapt instruction based on learner needs. (APTS 3, 9; INTASC 2; CEC 4, 7) Assessment Tool Selected Project a) Accommodations and Modification of Lesson Plan b) Report - Reflective Analysis Specific Performance/Task(s) • Implement lesson plans. (APTS 3.1) • Select and utilize best practice implementation strategies appropriate to different developmental levels. (APTS 3.7) • Implement differentiated strategies that address diverse learners.
• Assessment activity - to determine this, the method could be assessorled like completing questioning or student-led like gathering evidence of competence. • Assessment discussion and feedback - an explanation to my students, a breakdown of their achievements and feedback. • Reviewing their progress - an overview, update and amend if necessary, until my students have full understand of the lesson. During this process, progress is recorded throughout all aspects of the assessment cycle. 1 UNIT 012 Principles of assessment in lifelong learning Furthermore the assessment could be formal (with constraints and validation of knowledge) or informal (any time by oral questions to know how much learning is taking place) depending on area being assessed.
Cognition encompasses perception, imagination, judgment, memory, and language - the processes people use to think, decide, and learn. Education - not only the formal curriculum in schools but also informal learning - is part of this domain as well." (Berger, pg.12) Piaget considers adaptation the "essence of intelligence". (Berger, pg. 165) Learning is an active process which leads to the creation of schemas.
Donald Bear, Marcia Invernizzi, Shane Templeton, and Francine Johnston (2008) explain that there are two purposes for word studies. First is to help students develop a general knowledge of English spellings. Second, word study increases their specific knowledge of the spelling and meanings of words. Word studies are developmental because teachers must differentiate instruction for different levels of word knowledge (Bear et. Al, 2008).