Thus, children can acquire some vocabulary about other disciplines in the foreign language. The arts and crafts lesson was conceived in one class of 21 students in the 6th grade of Primary Education. In addition, they are used to learn English in three different ways which are the following: reading a specific text about a city, do the activities and memorise the text to reproduce it the following week in class (reading, comprehension and writing skills); reading the CLIL’s book and do the activities (reading and comprehension skills); and, finally, doing some activities in a website like watching a video and answer the comprehension questions that the teacher asks them in oral (listening, comprehension and speaking skills). Consequently, all of them practise the main language skills in English, but the interactive skill among students is missed. 2.
Current Conditions and Desired Conditions Current Conditions Kindergarten students spend all year struggling with their phonological awareness skills. A large portion of time should be spent on how to teach children how to rhyme blend sounds, substitute sounds, and recognize onset and rhime. Students should be coming into kindergarten possessing at least the basic phonetic skills of rhyming. These basic skills are lacking when entering the classroom in the fall. Without these essential skills children have a much more difficult time becoming fluent readers.
As well that students should be taught both, their letter sounds and their names and how to apply this skill while reading and writing. One method that was discussed in the article that teacher use in their classroom is the letters of the –week approach. “Teacher provides children with practice in recognizing, forming and making the sound correspondence of a single letter thought out the week.” ( ) Research have shown the only problem with this is that some letter student will already know and wouldn’t need so much practice unlike other letter they might need a longer time to learn them. Usually letter that involves their first name they would recognize right away. Other letters that students don’t usually use it will be harder for them to recogn... ... middle of paper ... ... which was using the letter of the week approach.
3. Translate Shakespeare’s English into modern English by means of class discussion, teamwork and individual study. Methods: The teacher begins by presenting an identifiable text to the students in a foreign language. The students are to identify this text through the use of prior knowledge and footnotes. The teacher then guides the students to summarize the text in modern English.
Because his only “disability” came from English being his second language, I was unsure of how I should approach the research to find the best way to support his learning. The student’s first language is Hindi. Since I was with him during the school day, I am unsure of his family dynamics at home. As mentioned previously, he is a student at Hillcrest junior kindergarten where he also sees an ESL teacher for help transitioning between languages. Emotionally, cognitively, and physically, the student seems to be... ... middle of paper ... ...here is a wealth of information and support ideas other people have tried, so when looking for ways to support a child learning a second language, researching other’s successes and failures is a great tool to use to ensure a more efficient and effective intervention.
Students that participation in a free or reduced lunch program is at 39% of the student body with 64% in the whole district; the national average is 51%. English Language Learners (ELL) is at or less than 2%. There are nine students in the self-contained classroom where I am student teaching. The age ranges from four years of age through seven years of age, placing these students within Kindergarten through the 2nd grade age level. This is a classroom where all students speak the English language every day.
Elementary School Journal, 110(1), 40-62. Tennyson, R. D. (2010). Historical Reflection on Learning Theories and Instructional Design. Contemporary Educational Technology, 1(1), 1-16. Vazalwar, C. S., & Dey, N. (2011).
Now that Andrew’s IEP has been approved, he meets with a special educator in a separate classroom. The school is also more involved with Andrew’s parents who help him finish the work that he isn’t able to finish at school. They also communicate with the teacher at least once a month about how he is progressing in the class. While meeting with Andrew’s special educator this past week, I was able to review his score report. Andrew’s spatial comprehension skills are above average but, his reading, writing, and direction comprehension skills are below average.
Retrieved November 19, 2013, from http://sitwe.wordpress.com/2010/10/29/mkandawire-benson-sitwe-2010-how-theories-of-learning-influence-curriculum-specialists-during-the-development-stages-of-the-curriculum/ Snowman, J., & McCown, R. R. (2012). Psychology applied to teaching. Belmont CA. : Wadsworth.
Six Components of Reading Reading is a complex process that’s difficult to explain linearly. A student’s reading capabilities begin development long before entering the school setting and largely start with exposure (Solley, 2014). The first remnants of what children are able to do in terms of reading are built from their parents and other people and object around them as they’re read to, spoken to, and taken from place to place to see new things (Solley, 2014). As kids are exposed to more and more their noises quickly turn into intentional comprehensible messages and their scribbling begins to take the form of legible text as they attempt to mimic the language(s) they’re exposed to daily. Oral Language and Phonological Awareness Oral language is the creation of messages produced with vocals, as opposed to written text or gestures.