Ldc-12 Language Development Essay

Word Identification The QRI-4 guideline suggested Tessa begin reading the word lists at the upper middle grade level, two levels below her current grade level. However, it was necessary to test back to the fifth grade level due to Tessa’s performance on the suggested starting point. Tessa completed the fifth grade word list automatically with 90% accuracy, in the allotted time, signifying she read the words at the independent level. When analyzing the sixth grade word list, Tessa automatically identified 70% of the words, indicating she was identifying words at the instructional level.

Encourage them to say them to say the name of the picture that is on the box aloud, as well as the name of the picture on their picture cards, in order to hear the rhyming sound. Differentiation Inclusion: If anyone in the class is visually impaired, give them a verbal description of the rhyming pictures. Assessment (Practice/ Checking for Understanding) Observe whether children can match the picture cards with the correct rhyming

Tell the students to listen to the song and see if they can figure out the answer. 4. When going over a different letter, put out the letter flip chart that has letters with pictures that start with the same letter. Have the page on the letter that is being sung on top. 5.

Then we began our activity! First, I just gathered white t-shirts that would belong to each child in my class. I then got some fabric paint, some sponge letters and the fun began. I had each child dip the sponge letters into the fabric paint as they printed each letter of their last name onto the the white t-shirt.

C is for Cassoday Cassoday is my twenty one year old sister. Cassoday was named after a town by Newton, it is spelled the same and pronounced the same. Cassoday is my oldest sister and she is one out of five including me. Today is December third, it is her birthday and in her birthday I send her an email saying happy birthday all my friends say the same thing, hope your day is a great one.

He is also encouraged to consistently use lowercase letters inside his sentences. Martin would benefit from referring to his alphabet on his desk as a reminder. Martin reads word by word and is able to communicate his comprehension skills. He is encouraged to try and sound out unfamiliar words before looking at the adult for help. He would benefit from practicing

The participants were shown a list of words to later recognize on a recognition test but they were asked questions about the word. The

If a student produces a sing word (e.g. exercise), teacher changes the single word into the sentence (e.g. I’m exercising.) and write it on the whiteboard. Teacher elicits the Study 3 Teacher gives worksheets and makes the students write the sentences about the pictures using present continuous (pair work).Teacher also presents the example sentence on the board. The example sentence is “ She’s getting up in the morning.

The student understands the directions and can identify the key details in the passage. The sight words and spelling words correspond with the

They can be directed specifically to address individual areas such as speaking and listening, or can be used more generally to support all areas as they are interlinked. Play is an ideal way to engage children to communicate with others, as they can interact in a non- pressured environment. You can plan for, monitor and assess different areas of learning using play As they grow older, children will still need to be given the chance to enjoy activities and equipment that support their play, creativity and learning across the programme of teaching and learning. It is important that they are given opportunities to use their own initiative, work with others and develop in all areas. These can often be used to best effect when children are introduced to new ideas in practical, imaginative and stimulating ways.

Scientific ideas on the origin of human speech are sketchy and not very informative. Observations are few and indirect. Fossils can be studied to see if anatomical features of the speech organs are present. It is believed that the creation of symbolic art requires a brain capable of processing language. Studies of Neanderthal remains show that at least some of them had vocal organs barely meeting the criteria for speaking.

Oral Language is when the language is spoken to express ideas, thoughts and even emotion. Before a child learns to read, the child begins to speak and connect through saying the words aloud. With that in mind, a child can identify and connect the words on the page to the picture that appears through their mind base on the concept of oral language. Oral language goes beyond the classroom walls because it starts from the words, saying and ideas that they’ve personally heard and experienced through their life. Therefore, many educators test their students on their Oral Language abilities, and Oral Language is comprised of Phonology, Semantics, Grammar, Morphology, Pragmatics, and Discourse.

Language development is a critical part of a child’s overall development. Language encourages and supports a child’s ability to communicate. Through language, a child is able to understand and define his or her’s feelings and emotions. It also introduces the steps to thinking critically as well as problem-solving, building and maintaining relationships. Learning a language from a social perspective is important because it gives the child the opportunity to interact with others and the environment.

Class Observation Summary #1 My two day observation took place at Summit Academy high school. It is a school of about 700 students located in the city of Romulus MI. The teacher, Mrs. Jill Carbone allowed me to observe the 6th hour class for two days for 60 minutes each day. This class is composed of 11 English language learners (ELL); ten of the students are Spanish speakers and one student is Urdu speaker.

IX. Professional Reflection – added after lesson is taught Your reflection should include, but not be limited to, thoughtful answers to each of the following: 1.Were the instructional objectives met? How do I know the students learned what was intended? The instructional objectives of my reading lesson plan were met.