Based on what level they are on, then move them into a group of children that are at the same level. Then, as a teacher, build upon their knowledge at their level and pace. The guide the students into learning new words on their own, this could be done by reading and practicing writing. Alternative #3: Embedded Phonics Instruction, on pages 235 and 236, is a literature-based instruction. Students learn new words based on
Standards: o Language Arts-Writing: Uses the general skills and strategies of the writing process; Uses the stylistic and rhetorical aspects of writing o Language Arts-Viewing: Uses viewing skills and strategies to understand and interpret visual media o Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes. o Students use spoken, written and visual language to accomplish their own purpose 4. Procedures and Activities: guided practice Before we get started we will discuss the writing process: Prewriting Drafting Kerns page 8 Lesson Plans Revising Editing
I think the aim of literacy is to teach children/young people the ability to understand the English language both verbally and non-verbally. Children/young people should be encouraged to explore the way the English language works for example through phonics for vocabulary, reading, writing and spelling, this will help children and young people to have the knowledge to be able to read, write and spell with confidence. Children and young people will be able to expand their vocabulary through holding literacy skills. Being a secondary school the school has an English department that teaches literacy to student from year 7 (key stage 3) through to year 13 (A level), students have 3 hours of English a week up to the end of their GSCS’s, A level English students would have 5 hours a week. We also have core studies, which are run by HLTA in the learning support department.
When first introducing to a lesson, a graphic organizer can be used to assess and organize a student’s knowledge on the lesson topic. An easy way to utilize a graphic organizer in this way is to have the students fill out a KWL chart. This organizes key information regarding what the student currently knows, what the student wants to know, and later on what the students have learned as a direct result of the lesson. This provides the instructor a learning history of what they can build upon and clues them in on areas of interest they can use later on in the lesson. During the lesson, students can utilize graphic organizers to identify, organize and assimilate key concepts and related details.
These assessments help support their student’s academic achievement and language proficiency. The data taken from the standardized tests is used to help determine student’s percentile score. There are also informal assessments which are combined into two distinctive types of categories: structured and unstructured. Structured consists of helping students improve in writing skills by utilizing a journal from beginning to the end of the school year. Frank Smith, (2004), argues that teachers should model collaboration for their students by participating with them in writing skills for brainstorming, composing, and editing.
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.
When it comes to reading whether it is for pleasurable or learning students should understand what they are reading. During my Gen 105 class we discuss how the Sq3r can help students comprehend what they have read. The SQ3R is a technique used to develop reader from passive to active readers. Sq3R stands for survey, questions, reading, reciting and reviewing. Surveying is the first stage this is when a student picks up a book to determine if they would like to read it.
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
Resource 2: SIOP Lesson Plan (Rhyming) Zenetta Bronson Grand Canyon University: ESL 533N Advanced Methodologies of SEI January 29, 2014 Teachers should prepare a lesson that targets a specific learning goal which allows students to make connections with their own knowledge, deliver the lesson so that the students are engaged, and be able to comprehensible talk to the students so they understand. Teachers should organize the instruction to build on the relationship between students learning in their first and second language. The attached lesson was delivered in order for the children to gain some understanding of phonological awareness particularly rhyming words. Phonological awareness (or phonemic
She should use this resource to have these ELL students assist those who are struggling but can relate to the similar cultural attributes. 2.What strategies can she use on the first day of class to help determine the interests of the students in her classroom? Determining the interests of the students can be done by the teacher using question and answer sessions that incorporate students likes and dislikes into the discussion. She can use surveys and other assessment tools to give to students asking them about what they find interesting in regard to their interest in school as well as life in general. The focus should be on determining the students studying habits and learning styles to develop the most astute lesson plans that can cater to the student interests to facilitate a learning environment that gives students the most optimal chance at success 3.How can she include aspects of her students' language and culture in her plans for the school