...alphabets button are clickable. | Additional notes:This page may have some background music and sound when we click the buttons. | Frame #2 of 14 Name: Menu page Date: 9/10/12 | Project Name: Learn Animals and Vehicles | Text outline:Lesson 1 for animals.Lesson 2 for vehicles. | | | This slide will appear when we click the sun from the title page.The cloud will give instruction to begin the learning.Clicking on the lesson 1 box will begin the learning.There is speaker button to mute or turn on the sound and a question mark button to show the details instruction on how to use the courseware. | Additional note:This slide may have some audio and sound effect when we click on the buttons | Frame #3 of 14 Name: lesson 1: animals Date: 9/10/12 | Project Name: Learn Animals and Vehicles | Text outline: | | | This slide will appear when we click on the lesson 1 box on the menu page.The cloud with the name of animal will appear, and the user must choose the correct picture.There is speaker button to mute or turn on the sound, a question mark button to show the details instruction on how to use the courseware and a next button to proceed to the next animal. | Additional notes:This slide may have some sound when we click on the animals picture.The next 4- 7 frame will have the same features as this page but with different animal name, and different pictures and sound. | Frame #8 of 14 Name: Menu page Date: 9/10/12 | Project Name: Learn Animals and Vehicles...
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... Planning | Lesson summary and focus: | The skills I will be teaching is lesson, is for the students how to recognize words that rhyme as well as letter recognition. Children learn rhyming skills from direct instruction with rhyming book, as well as a felt activity from the same book. Rhyming helps develop phonological awareness. | Classroom and student factors: | This lesson will be a whole class activity. In this classroom, there are all typical learners. The reading activity will be read on the carpet surrounding the teacher. A felt activity to go along with the book will follow the reading. | National / State Learning Standards: | CC.K.R.F.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes)CC.K.R.F.2a Recognize and produce rhyming wordsCC.K.R.F.2b Count, pronounce, blend and segment syllables in spoken wordsCC.K.R.F.2c Blend and segment onsets and rhymes of single-syllable spoken wordsCC.K.R.F.2d Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant)CC.K.R.F.2e Add or substitute individual sounds in simple, one-syllable words to make new words. | Specific learning target(s) / objectives:The objective of this lesson is for the students to identify, recognize and say words that rhyme, have the same ending sound, and practice letter recognition. | Teaching notes:This unit falls within the phonological awareness unit. | Agenda:The opening of the lesson is, I will read...
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... At first, my priority was getting to know River and Ali and their interests. I used the information gained during this first encounter to plan lessons that incorporated each students’ interests to make their learning more appealing. After talking to their teacher and listening to both River and Ali read some of their favorite books, Guided Reading Level (GRL) A seemed an appropriate level to being instruction (Richardson, 2009; Fountas & Pinnell, 2011). I used Boushey and Moser’s 2009 Reading Conference Form to document River’s and Ali’s reading behaviors, progress, and needs, which I noticed during our meeting times. After conducting several oral reading processes,...
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...Lesson 2 By Denise Gamm June 14, 2010 EDU 371 Prof. Silver Miguel has been working with me for sometime. This week lesson we began to focus on words that contain an, en, in un and on. Since his first language in Spanish it has become evident that these combinations presented a challenge for him. I wanted him to comprehend the differences between these sounds. For homework I had Miguel to provide words for these letter combinations. Instinctively he wanted to have shared first letters, but as he soon found out that would not work; therefore, he was able to pronounce words using the above combination. Towards the end of the lesson he new his sounds combination of the letters and was able to provide a series of words; for example, an became ran, en became end, in became sin, un became sun and on became fond. The last really impress me because he added an additional letter. I was really excited to start the next lesson. We began with sounding out the ack, eck, ick, and uck. I made flashcards of these sounds and made Miguel focus on the sounds. Once I felt that he had accomplish the sounds, I ask Miguel to choose a letter, I wanted him to sound out the letter combination with any letter to see if that would make up a word. I was hoping providing a word game he would feel comfortable with the sounds, enough to make a word. Unfortunately it was a little frustrating for Miguel, because not all letters work with the letter combination. To make it easy for him I gave...
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...for its ideal oscillating nature, when rendered as sound creates a single, pure tone. Millions of sine waves together define the complexity of a given musical instrument; the unique wave patterns give each instrument its unique timbre or sound. The euphonium, often referred to as the cello of the brass family, is characterized by its rich, mellow tone, which, when played, permeates through every being in the room. When I first decided to join concert band in fifth grade, I chose to play the euphonium, primarily for its uniqueness. I was given an opportunity to sample the instrument. Carefully, I placed the mouthpiece to my lips and began to blow into the horn. A sound that can best be described as a bumblebee trapped in a aluminum can, was gradually emitted from the bell. This initial response from the instrument starkly contrasted with its known...
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...LESSON 6 USING AND EVALUATING INSTRUCTIONAL MATERIALS APPLICATION 1. Observe your instructor/professor as he teaches the class. Find out which guidelines in the selection of instructional materials did he observe? Not observe? In his use of instructional material, write down evidence of: * Preparation of self – she is well-prepared to report/discuss/teach her lesson with instructional materials including book, outline of her report/lesson, creative visual aide and herself as an educational technology. * Preparation of students – warming up us by reviewing our last lesson that we tackle, ask questions and ask again what we learn on our last lesson. * Preparation of material – well-prepared and very creative materials and also very informational. * Follow up – she gives us an activity by pair to evaluate our learning in the lesson she taught to us if we understand it. 2. Accomplish this Learning Log What I learned? (Deposit) | How I apply what I learned (Dividend) | * I learned how to use instructional material using PPPF (prepare yourself, prepare your students, present the materials, follow up) | * Using the PPPF, the lesson I must teach should be productive and informative. I learned also how to choose/select the right material for my upcoming lesson/report. | LESSON 7 DIRECT, PURPOSEFUL EXPERIENCES AND BEYOND APPLICATION 1. Apply the concept of direct experiences to the college courses you have taken. Why do you have Field...
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...During our pre observation conference, we discussed the performance of your class in based on literacy assessment. The assessment data reflected that most of your students know the letter names and some of the letter sounds. You also shared with me that the majority of students were to some extent familiarized with the reading strategies. We set expectations for the formal observation during the literacy bundle. We discussed the learning activities and small group instruction planned for the visit. On December 4th, I walked into your class to conduct the formal observation. Your class was sitting on the meeting area as you explained to them, “Today we are going to combine the two strategies. One is to observe the picture with owl’s eyes. The second is to make the beginning sound of the word by looking at the first letter.” Using the owl puppet you modeled how to observe the pictures in the story and tackling the tricky word. Grandma made a /dr/ and stopped. You modeled how to match the beginning sound of the /dr/ with the pictures for the page. You looked at the picture and began using the hat, machine… until you verify that dress beginning sounds is /dr/. In several occasions, the students were engaged in practicing the strategies and articulating how they were able to read the word with their partners. Students were able to use their native language to participate in the class discussion. After you confirmed that the majority of the students grasped...
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...ETT4 Task 7 A1. The lessons observed by the two teachers were clear in the lesson presentation. The Introduction clip, and clips 1,2, and 4 take place in a first grade classroom and introduce us to what word patterns may look like in that grade. Clip 3 and the conclusion video shows us what word patterns look like on a third grade level. Both lessons were clear in what objectives the teacher was trying to achieve. The teachers were both constantly referring back to what they were trying to achieve from the lesson. The first grade teacher in her speaking segment described that during her morning lecture she described the new words that the students would be using that day in order to not to surprise the students with new words. Both teachers have aligned their lessons and word pattern activity correctly and it is clearly evident as to what students are required to learn. A2. The lesson refers to background knowledge and information from previous lessons because one of the students in the third grade classroom word pattern sort described how she knew what the word “doddle” meant because her mother used the word to describe the way her grandmother walked or acted. Both teachers describe that the students are very fluent in doing the word pattern activity because they use the activity frequently within the course of a school year. In one clip a first grade student is asked to describe what another word for “jam” and the teacher probed for her prior knowledge of what...
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...MMLS NOTE- LEARNING: El Alfabeto Español/ the Spanish Alphabet If you know the alphabet in English, you can easily learn it in Spanish. That is because the Spanish alphabet is very similar to the alphabets of most other western European languages, including English. According to the Real Academia Española, which is considered the arbiter of what's official Spanish, the following letters make up the Spanish alphabet: a, b, c, d, e, f, g, h, i, j, k, l, m, n, ñ, o, p, q, r, s, t, u, v, w, x, y, z The following chart shows the capital letters along with name of each letter. |Letter |Name |Letter |Name | |A |a |N |ene | |B |be |Ñ |eñe | |C |ce |O |o | |D |de |P |pe | |E |e |Q |cu | |F |efe |R |ere ...
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...Language and Decoding It must be understood that words are broken up into smaller units of sounds called phonemes. Being able to pronounce and articulate phonemes is obviously essential. Further, having awareness that sounds can be manipulated, segmented and blended to create words in just as critical. This is both key to reading, writing, and spelling. When a kindergarten student ask you how to spell a particular word. The common answer is usually “sound it out”. In order for this method to work, one must be able to dissect a word into its finite parts in order to map each sound to the corresponding letter or letters. According to Roth, Paul & Pierotti, Children who perform well on sound awareness tasks become successful readers and writers, while children who struggle with such tasks often do not. (2006,par.2) Language and Vocabulary Teaching children to decode or sound out words is usually the starting point for reading instruction. Ultimately, readers have to understand what they are reading and writing. In order for them to fully comprehend the material, the student must have a significant repertoire of known words or vocabulary such as “site words”. Kindergarten vocabulary is primarily learned from the parents, friends or their community. Children who come from a proper English speaking homes have more of an advantage to learn up to three times as many words as a child from a non-proper English speaking home. (Hart & Risley, 1995) Conclusion ...
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...Rubric for a Performance Task in Your Lesson Alexandra Hirsch Walden University Instructor: Dr. Gerald Gary Educ-6640J-5/Educ-664OH-5 Part One: Assessment Plan Since I began a career in teaching I have always focused on creating innovative lesson plans and assessment methods geared toward the various student learning styles. This facilitates a plethora of learning opportunities that afford students the ability to develop areas in which they may have difficulty. In order to help my students learn from their mistakes I vigorously record data to ensure I have relevant and objective information to share while giving feedback. When my students successfully complete my assessment tasks it substantiates my belief that finding balance in the utilization of different assessments is crucial. According to the Educational Leadership article, “the goal of a balanced system is to ensure all assessment users have access to the data they want when they need it, which is an effective use of multiple measures.” (Kim, Lambert, and Burts, 2013) As a primary teacher, it is imperative that I consistently incorporate assessments that are not only developmentally appropriate for my kindergarten students but also personally relevant. “Appropriate assessment is an integral and important component of high-quality early care and education programs. Scientifically informed assessment measures are needed to ensure that all children, regardless of disabilities, culture...
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...First, a few basics on Hangul (Don't worry! You will be reading in Hangul perfectly extremely soon!). Hangul is an alphabet, just like the Roman alphabet English speakers use. The only two differences are Hangul blocks syllables, and there are no lowercase or capitalize letters in Hangul. The letter is always written the same, no matter when it is used. Characters will be stacked into squares to form each syllable. For example ㅎ, ㅏ, and ㄴ are three separate characters. But, as they would form one syllable, they would be written 한 instead of ㅎ ㅏ ㄴ. ㅎ + ㅏ + ㄴ= 한 want another example? ㄱ + ㅡ + ㄹ = 글 We then combine syllables to form words, just as we do in English. 한 + 글 = 한글 Recognize that word? That's right! It's Hangul . It consists of han (한) and gul (글). Two syllables. Six characters. As you begin to learn all the different characters, you will see how to construct the syllables properly depending on which character you are using. Just keep this one thing in mind. Every Korean word, syllable, anything...begins with a consonant. A vowel will always follow it, either positioned to the right of it, or below it. With each vowel, I will tell you where it should be positioned. Also, there will be 2,3, or rarely 4 characters in a syllable. 한 is one way of stacking, having the vowel to the right of the first consonant, with the third character under those two. 글 is the other main way of stacking, where the vowel falls below the first consonant, with the third character below...
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...Unit 8 Discussion 1 In the Unit 4 Video Case Study – Interactive Writing, the purpose of the lesson is stated as phonics and spelling. According to Armbruster, Lehr, and Osborn, “phonics instruction teaches children the relationships between the letters (graphemes) of written language and the individual sounds (phonemes) of spoken language. It teaches children to use these relationships to read and write words” (p. 11). The teacher is teaching letter-sound connections. Struggling readers would benefit from phonemic awareness activities such as rhyming, alliteration, sentence segmentation, syllables, onsets, and rhymes (Beginning Reading) (p. 12). Furthermore, the teacher could include Elkonin Boxes and counters in small group instruction to...
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...7E Lesson Plan PART 1: Pre-Planning the Lesson Component 1: Helpers in Your Community/ Grade 3 Component 2: Thursday 5-8pm Component 3: Content Summary I choose to teach this lesson to my students because understanding the importance of our community workers is critical for the students’ acquirement on why we have jobs. Being able to identify them in their local, state and national government status is important as students advance in their future understanding on how they are chosen for their position. By teaching this lesson plan my students’ will gain knowledge on what a community worker means to them and how our society is dependent on the help of our community neighbors and workers, local, state and national. Component 4: Research 1. http://ritter.tea.state.tx.us/rules/tac/chapter110/ch110a.html 2. http://www.loc.gov/teachers/classroommaterials/lessons/ 3. http://www.ncte.org/lessons 4. http://www.greatschools.org/students/academic-skills/162-the-state-of-civic-education-teaching-the-citizens-of-tomorrow.gs I am competent in teaching this lesson unit to students. Incorporating this topic in the classroom would benefit children as they go through school and through their daily living. The research that I started with was the Texas TEKS, which allowed me to align me lesson with the state standards in which I am suppose to be teaching. Without first choosing a TEKS, I could not prepare my lesson...
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...“Hello Song”. By doing this, she got the children engaged right away and had them using their music competency skills from the moment they walked in until the end of the lesson. The other activities that followed encouraged the children to use their creativity and basic improvisation skills to give suggestions on what movements or words could be added into the activities. These activities also gave them opportunities to sing on their own. These two things are important, because it reinforces the idea that their ideas matter and will be honored. It also provides them with chances to sing by themselves without it being too scary. Whenever it was time to move on to the next song or activity, Dr. Whitcomb did not waste time talking or setting up. This was effective because it kept the students engaged and focused on making music....
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