The seventh grade population consisted of 20 males and 11 females of which 19 students were Latino and 12 students were white or non-Latino. The study skills teacher introduced new vocabulary on the first day of the lesson. During this time students completed context clue exercises which enabled them to work directly with the vocabulary by creating sentences and using dictionaries to get accurate definitions. At
Assessments for ELL students John Bias Grand Canyon University: ESL- 523 January 16, 2013 Assessment Beginner Level – Listening Instruction: Listen to an audiotape of an English man pronouncing words slowly syllable by syllable. Listen to the words several times then try to repeat the words the English man is saying. When you think you can repeat the words exactly like the man on the audiotape, raise your hand so the teacher will know you are ready to say the words out loud without the audiotape. Once the teacher has acknowledged you, come to the teacher’s desk and say them for him. Once the teacher has given you the ok to return to your seat, write the words the best way you think they are spelled and put your work in the classroom assessment box.
Second, have the students write down a few of the challenging words | | |they may struggle with in the story. Third, the students write the words on their personal dry-erase boards. | | |Fourth, recite them after the teacher says them. Then, the Teacher reads aloud the story “A chair for my | | |mother" by Vera B. Williams. Review the most frequently used words after reading the story.
Clavell used his psychological knowledge on children to convey that humans can be easily persuaded to do something. For example, the new teacher in The Children’s Story knew things about the students without them having to tell her. In the story Clavell stated, “Good morning Sandra, and Sandra flushed deeply and wondered, aghast, with all the other children, HOW DID SHE KNOW MY NAME? and her heart raced in her chest and made it feel tight and very heavy” (Pg. 315).
First Grade Science 30-40 Minutes Unit/Chapter Objective/generalization/Big idea: * TLW know what colors form after mixing two other colors together * TLW learn new vocabulary words from the book, further developing their literacy skills. * TLW learn cooperation skills when working with their partner or groups Lesson Objective: * Number recognition and sequence * TTW be able to recognize repeated patterns in melody Materials: * Book: Little Blue and Little Yellow by Leo Lionni * Shaving Cream * Finger Paint * Plastic spoons * Paint brushes * White construction paper * Zip lock bags Background and Rationale:
However for the other students in the class we would be working on their targets during this time. Adapting the maths lesson on the NC to them all individually, we have TAs on a one to one with each child so they get the best help, and while Lillie is being asked by her TA at the time another TA would be working with their student for instance working on the physical skills to knock a green bottle over as they are learning, how to use their arms etc. We use the NC and EYFS, we adapt all to the children we have in our class individually, making sure they are getting the best development skills for them at that time. Task 3 – 3.1 Methods of observations include the following; * Snapshot – Which means; you observe the pupil at a specific time, for example, behaviour during a certain activity. * Structured – this would be observing a pupil during a particular activity set up to gain exact information about the pupils learning.
I then gave them a more formal lesson on sportsmanship. We then reviewed and discussed their answers to the list of questions I gave them to make sure they fully understood what was read and the lesson I gave them and to see if any of their original answers had changed. This lesson was great at evaluating reading, writing, comprehension, and verbal skills of the English Language learner because each was used at some point or even multiple times throughout the lesson. The lesson also gave numerous opportunities for the ELL student to engage with his peers as well as with the teacher. (I apologize but I could not copy and paste the SOLOM formatting but here are the results.)
By using these shortcuts we were able to slide the sounds together to make words and begin our reading process. I had my student to take the shortcut “ch” and “sh” and call out words that have those sounds in them. I was really surprised that she related the sounds to the names of our family members first and then was able to come up with some words from her
Imagine you are Miss Caroline. Write a letter to a friend, where you recount your experiences of your first day teaching at May comb County Primary Dear Prue, My first day teaching at May Comb County was a fascinating experience that has enabled me to learn a large amount about the town of May comb and the students in my class. I would have presumed for only the first grade, a large majority of the class would hardly know the alphabet but I was very mistaken. Every boy and girl in the classroom knew the alphabet from back to front, at first I thought this was just outstanding until I realised that the majority of them had repeated the first grade. I’ve learnt that these children do not have patience or respect, while I was trying to teach they a story they were squirming round like pigs.
The majority of students speak the way they text and write the way they speak. For example, “where r u” is all right for students to use when text messaging someone, but in a paper for school it is not right. “Fifty percent of teens say they sometimes use informal writing styles instead of proper capitalization and punctuation in their school assignments” (Lenhart 1). English standards require that students learn the parts of speech, effective sentence development, vocabulary terms and five different types of writing that prepare students for