...A. Bibliographical Information Jones, D., Shol, S., Kohen-Klieman, C., & Miska, M. (2015). Spotlight on English. Doral: Santillana USA Publishing Company, Inc. (431 pages) Santillanna’s Spotlight on English for Kindergarten is divided into eight different units to offer various topics to discuss and expose ELL students to throughout the year. Each individual unit contains daily lessons that are integrated to include all academic content areas such as, Reading, Writing, Listening, Speaking, Science, Social Studies and Math and each unit is designed to last approximately 6-8 weeks. This type of thematic approach allows teachers to expose their ELL students to grade level academic content while maintaining their motivation to explore topics that are of interest and relatable to them. This textbook is part of a grade level series from the Santillana’s Spotlight on English curriculum which offers ESL textbooks from grades K-8. B. Intended Audience The intended audience for Santillana’s Spotlight on English textbook are ELL students who are entering Kindergarten. The textbook is intended for use with all six of the levels of language proficiency (Entering, Beginning, Developing, Expanding, Bridging and Reaching) as described by WIDA however, this textbook breaks each proficiency level down into three main categories listed as...
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...3A Dr. Pedro D. Abanador Problem : Factors Affecting Reading Comprehension of Students Solutions: A. Interactive 1. Story Retelling 2. Story Grammar Training 3. Question-Answer 4. Reading Tutorial 5. Recitation B. Self-Enrichment 1. Inferring 2. Synthesizing 3. Summarization 4. Paraphrasing Strategy 5. Repeated Readings C. Assessment 1. Giving exam 2. Giving assignments 3. Book report 4. Impromptu Speech 5. Story Mapping INTERACTIVE Story Retelling Retelling is a reading skill that demonstrates comprehension. Retelling is the ability to read or listen to a story, then summarize it in paraphrased form. Children begin learning the basics of retelling in kindergarten where teachers start to informally assess the students' overall understanding of a story. Retelling is a useful assessment tool throughout school because it can measure simple to advanced comprehension, as well as help the students improve their listening and speaking skills. Instructions 1. Review retelling strategy. Model it again for those who may struggle. Read a short story aloud to the class, then summarize the important details in the correct sequence. Write each summarizing statement on chart paper. Number the statements so students understand how to retell in the order that events happened. 2. Choose an instructional level text, like a short story from a reading book or a chapter from a novel, that is leveled...
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...Assessment assesses not only decoding, but also allows the instructor to observe and assess the reading strategies and miscues of a reader (i.e., omissions, repetitions, substitutions, etc.). Marvin states that his only strategies for reading unfamiliar words are “breaking the words down” and “asking”. Administering the DRA can help to see if Marvin is displaying any use of other strategies that maybe he is not aware that he is using. The DRA also allows for the assessment of fluency and comprehension. Since, Marvin believes that his main reading problem is comprehension, this is a good way to check if he has correctly assessed himself. The Silent Reading Comprehension Test is an alternate method of assessing Marvin’s comprehension skills. This test will be able to give the instructor an idea of Marvin’s instructional reading level. And finally, a Word Meaning Test could be administered to give an idea of Marvin’s vocabulary development. SUGGESTED READING PROGRAM According to Marvin’s educational history, he has been mostly exposed to instruction that included closed tasks, limited choices in what to read or write and limited exposure to literature outside of the basal readers. In addition, Marvin is not provided with the opportunity to discuss what he is reading with the teacher or his peers and he is not encouraged to use and display higher order thinking skills. There also seems to be a lack of ongoing progress monitoring. It appears that Marvin would...
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...How Children Learn To Read Krisy Green Ashford University Author Note This research assignment is being submitted on March 4, 2013 for Professor Lisa Edmunds EDU411 Reading & Cognition course How Children Learn To Read The success of a child’s educational future is dependent upon their ability to read, and without their ability to read, a person cannot enjoy all this world has to offer, such as reading about world history, reading a letter from a friend, or learning a new language. Reading unlocks doors that would otherwise be locked forever. In recent years, there has been a great deal of debates on the methods used to teach our children how to read; parents and teachers need to determine whether the whole language, phonics, or the combination of both methods is the most adequate approach for teaching children how to read. Thomas Hopkins Galluadet first developed the whole language method in the early 1800s. The method was originally developed for deaf mutes because they were completely unaware of phonetic sounds for letters. The whole language method teaches children how to read with complete words, rather than breaking them into parts or syllables. Children are repeatedly drill with simple words until they can recognize the by sight, and then they are introduce to more complicated words. The whole language approach is considered more creative and interesting for a child who is eager to learn. In a whole language learning environment...
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...Reading Strategies for Ninth Grade English Language Learners Vanessa S. McQueen Student Number: 000-02-7502 In Partial Fulfillment of the Requirements with the Degree with Masters in Reading with Concentration in Inclusive Education The College of The Bahamas October 2013 Abstract Research in the field of reading strategies has been conducted repeatedly to ascertain the effectiveness of these strategies in assisting English Language Learners (ELL) to construct meaning from texts. However, little research has been done in The Bahamas to determine what Bahamian educators can do to support second language learners in their classrooms. This paper assesses: 1. The impact of Sustained Silent Reading on comprehension for ELLs 2. The impact of Think Aloud and Read Aloud on reading comprehension for ELLs. This research suggests that the use of these strategies can play an important role in students’ abilities to read and comprehend texts on their own. Direct instruction and modeling of the think aloud strategies increased the students’ confidence levels and the likelihood that they will use the strategies on their own. Key words: English Language Learners, Sustained Silent Reading, Teacher Think Aloud, Comprehension, Scaffolding, Schema, Prior Knowledge Reading Strategies for English Language Learners In the past ten years, The Bahamas has seen a significant increase in...
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...third-grade students. Three evidenced-based strategies known to increase reading comprehension within these grade-levels will then be analyzed. Lastly, this research and analysis will be used to defend two preferred practices. Cognitive Abilities Critical to Reading Comprehension The ability to read and comprehend text draws on numerous cognitive skills and knowledge banks (Callison et al., 2010). Three of them include word-level skills, vocabulary skills, and thinking and reasoning skills. Word-level skills, like phonemic awareness, involve the most foundational abilities required for reading. For example, phonemes are the most elemental aspect of speech sounds (Reed, 2011). They are used to create meaningful words and distinguish one term from another. In bat & mat, for instance, unique sound variances occur in the first positions of the words. The sounds creating the differences in meaning, the “b” and “m” in this case, are phonemes, Phonemic awareness, then,...
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...3-12 Reading Strategies 3-12 Reading Strategies __________________________________________________________________________________ VIRGINIA P. ROJAS Language Education Consultant (732) 940-1860 VPRojas@aol.com 3-12 Reading Strategies Anticipation Guides (Barton & Heidema, 2000) - Anticipation guides have two columns labeled ‘me’ and ‘text.’ Before reading the text, students place a check next to any statement with which they agree. After reading the text, students compare their opinions with information contained in the text. Examples: An example for a math anticipation guide on statistics might look like the following: Me ___ ___ ___ ___ ___ Text ___ ___ ___ ___ ___ 1. There are several kinds of averages for a set of data. 2. The mode is the middle number in a set of data. 3. Range tells how far apart numbers in a data set can be. 4. Outliers are always ignored. 5. Averages are always given as percentages. An example for a science anticipation guide on matter might look like the following: Me ___ ___ ___ ___ ___ Text ___ ___ ___ ___ ___ 1. 2. 3. 4. 5. Matter is made up of elements. An element is made up of many different atoms. An element is the same thing as a compound. Most compounds are made up of molecules. Elements are represented by chemical symbols. Check Those Facts! (Stephens & Brown, 2005) - This strategy serves a dual purpose: to help students become better judges of internet information and to allow students to explore an area of interest related to...
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...BUILDING EVIDENCE-BASED ARGUMENTS DEVELOPING CORE PROFICIENCIES ENGLISH LANGUAGE ARTS / LITERACY UNIT GRADE 7 “Doping can be that last 2 percent.” OD LL DUCATION www.odelleducation.com OD LL DUCATION Page 1 EVIDENCE-BASED ARGUMENTATION Literacy – the integrated abilities to read texts closely, to investigate ideas and deepen understanding through research, to make and evaluate evidence-based claims, and to communicate one’s perspective in a reasoned way – is fundamental to participation in civic life. Thus, the importance of a literate citizenry was understood and expressed by Thomas Jefferson early in the life of our democratic nation. Today, students face the prospect of participating in a civic life that stretches beyond the boundaries of a single nation and has become increasingly contentious, characterized by entrenched polarization in response to complex issues. Citizens have access to a glut of information (some of which is nothing more than opinion passed off as fact) and are often bombarded by bombast rather than engaged in reasoned and civil debate. Learning the skills and habits of mind associated with argumentation – how to conceive and communicate “arguments to support claims, using valid reasoning and sufficient evidence” [CCSS W1] as well as how to “delineate and evaluate the argument[s]” and “the validity of the reasoning and relevance and sufficiency of the evidence” presented by others [CCSS R8] – is therefore...
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...Education Activity Reading TEKS Locomotor License Purpose: to have students practice locomotor skills and spatial awareness when moving in general space. Review what it means to travel safely in general space (move away from others, watch where you are going, avoid crashes, move to all the areas, don’t follow anyone) and introduce the following movement cues: police officer (the teacher who watches to see if students travel safely), rule of the road, license (a card with student’s name and self-drawn picture), ticket (mark placed on license by the police officer when the student moves in an unsafe fashion), license suspended (result of receiving 3 tickets). After handing out the licenses, the students spread out and begin to move according to the cue called out by the police officer. Cues = speed limit 30 mph (walk), bumpy road ahead (skip), narrow road ahead (gallop), school crossing (walk in slow motion), road construction (leap over the potholes or hoops on the floor), flat tire (hop), interstate drive (run). Driving area can be reduced to increase bad driving conditions. Knowledge & Skill Student Expectations (K.8) Reading/vocabulary development. The student develops an extensive vocabulary. (C) identify words that name persons, places, or things and words that name actions (K-1). (K.9) Reading/comprehension. The students uses a variety of strategies to comprehend selections read aloud. (A) use prior knowledge to anticipate meaning and make sense of text (K-3). (K.12) Reading/inquiry/research...
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...different cultures have come into contact more and more, there is no denying that English will play an important role in communication. As a result, English teaching and reform are coming to a turning point, how to improve students' spoken English is the core issue of students and teachers. Students are more and more eager to learn English well especially the oral English, but a lot of difficulties and barriers in the way. Therefore, how to stimulate middle school students' oral English interest becomes more and more important. In this paper, the author pays attention to studying the present situation of Middle school students Oral English study, and propose some personnel but effective strategies to stimulate students’ oral English skills. Key words：Oral English, interests, communication. Table of Contents Abstract…………………………..........................….............................................……….ii Table of Contents…………………………………………………………........…………iii Outline…………………………………………………………………………………… v 1. Introduction…………………………………………………………………………… 1 2. The Significant Value of Oral English………………………………………………… 2 2.1 English is the most widely used languages…………………………………………. 2 2.2 Oral English Skills is the Necessary Condition for Future Job……………………. .2 3. The Reasons Why The Middle School Students Lack Of Oral English Study Interest. .3 3.1 The out-of-date teaching methods………………………………………………………. 4 3.2 The current examination system…………………………………………………………5 3.3 Students...
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...THE BENEFITS OF READING it is extraordinary how people’s minds can be expanded by reading. In order to have this experience, the mind must follow the reading wherever it goes. For example, if one read about a story that happens on the ocean when the sun rises with some dolphins playing around in a beautiful landscape, the reader must imagine the place where the story is happening. In addition, Valentine (2001) states, “Reading books expand your knowledge, introduces us to new ideas and may even improve our writing skills†(para1). Therefore reading is a very powerful activity because it improves concentration, helps people to become more imaginative and allows one to understand other people point of view. Reading improves our concentration. This happens because reading makes our mind follow the description of the lecture. While we are reading, we are following-through the reading and being concentrated. It means that we are paying attention to the reading. For example, a person gets very submerged in the lecture when they are reading. One time I was talking to a friend and she started reading a magazine while I was talking to her. She got very submerged in the lecture that she wasn’t even paying attention anymore to what I was telling her. Reading submerges readers to a place where they can imagine what the lecture is about. As soon as the reader starts reading, the person makes images in his mind about what the lecture says. According to Shaw (2001), “Also it is...
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...executive director of the National Staff Development Council once said that, “For teachers, going to school must be as much about learning as it is about teaching. They must have time each day to learn, plan lessons, critique student work, and support improvement as members of learning teams…” (p.98). Throughout the school year, teachers have multiple tasks that are part of their daily work schedule. Among the daily work, lesson plans are essential in creating a successful learning environment for students. This is where the role of an instructional coach can be advantageous. The role of a coach is defined “with a narrower remit than mentoring, and relates to specific areas of performance and job outcomes” (Lord, Atkinson, & Mitchell, 2008). Furthermore, coaches that are in of an assistance to a classroom teacher must be able to identify “individual’s strengths and limitations, degree and elements of motivation, work ethic, beliefs, interests, vision, educational background, formative experiences, and professional goals” (Kise, 2006). Therefore, when a teacher is brainstorming a lesson plan, a coach can be a vital role in building teaching effectiveness. Purpose of the Lesson The purpose of this lesson is to build appropriate content concepts and build background knowledge of the unit, “The Gold Rush” in the fourth grade classroom. As part of the fourth-grade social studies curriculum, the teacher will be using the social studies series by incorporating other primary source materials...
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...professional development of teachers * Other support materials * Books referred to in this article The role of stories and storytelling in language teaching Once upon a time and not so very long ago in the capital city of France, a teaching centre for little children and not so little children was opened. One little child and then two and then three and then many, many more came along. And so our story unfolds ….. There was a little red hen, a meerkat in trouble, a brown bear, a black elephant and a white elephant, a very hungry caterpillar, Spot the dog, a clever tortoise, a big, roaring, yellow, whiskery lion, a kangaroo from Woolloomooloo and many more. These are just some of the colourful characters from children's literature who have helped children aged 5 - 10 attending holiday classes at the British Council's Young Learners Centre in Paris learn English. These weekly courses take place each afternoon for two hours. The educational value of using stories and the technique of storytelling has always been undisputed throughout the world. Now more and more English as a foreign language (EFL) teachers of young learners are using carefully selected stories from the world of children's literature because they have become more familiar with an acquisition-based methodology and because stories comply to the major objectives in most countries for foreign language teaching to young learners: linguistic, psychological, cognitive, social and cultural. EFL teachers use stories to supplement...
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...SIOP® LESSON PLANS Grade 9/SIFE Reading/Language Arts/Writing Unit/Theme: Emotions and The House on Mango Street *Content Objective(s): *Students will describe Cisneros’ voice and style, listing some of her creative uses of language as characteristic of this author’s craft*Students will explore the physical and emotional prisons in which people live. *Students will discover and evaluate different methods of escape from these prisons. *Students will practice writing in the persuasive mode, using evidence from the text and from their own lives to construct effective arguments proposing the best way to escape the troubles of life*Students will peer edit and revise for content, for sentence structure, and for use of figurative language. *Language Objective(s): *Students will continue to build vocabulary resources for discussing emotions. *Students will identify fragmentary sentence structure, voice, and effective use of figurative language in Cisneros’ style and use knowledge of style to develop originality in their own writing style. *Student will be able to participate in and contribute to collaborative learning, such as “think, pair, share” and “expert groups.” Key Vocabulary: prison, escape, safe haven, voice, style, figurative language, persuasive mode, context, concept map, anticipatory set, peer editing, rubric, tapping prior knowledge, description, sensory detail, quotation, five senses, , sentence fragments, “unacceptable in academic writing,” punctuation, prejudice...
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...ENGLISH TEACHER IN STRENGTHENING THE VOCABULARY OF THE STUDENTS Dr.S.PADMA PRIYA Assistant Professor, Department of English, Adaikalamatha College, Vallam, Thanjavur, Tamilnadu. Dr.S.PADMA PRIYA ABSTRACT This research article examines the various methods in teaching vocabulary. Vocabulary learning is an essential part in language learning process. Memorizing is a traditional and boring method for students. An English teacher should use creative techniques to imbibe new words with interactive activities. Good communication skills and basic writing skills are needed to shine better in career. Students from rural side, find very difficult to make their own sentences in English. It is an ultimate job of an English teacher to create an unstoppable enthusiasm to learn new words. A well-versed vocabulary will enable a student to perform well in class discussions, to read general books faster and to shine in various fields. An English teacher should insist a student to develop a habit of reading for pleasure. Reading beyond text books make a student versatile in all fields. Our words show our attitude. Others judge us not only with our appearance and education but also with the quality of our words. It is the teacher’s responsibility to employ effective techniques to enhance vocabulary learning. Class rooms play a vital role in molding a student’s vocabulary. A teacher’s motivation and student-friendly teaching will enable vocabulary learning more effective. Key...
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