Reading Presentation Planning 11_27Template

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University of Phoenix *

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535

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Linguistics

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Feb 20, 2024

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docx

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5

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Reading Presentation Planning Template (Week 2) LaShonda Simmons University of Phoenix ELM/535 November 27, 2023 Sandra Cooke Complete each part of the planning template. There are four parts to this template: language acquisition, literature-based approach to reading instruction, reading components, and literary elements. Be detailed and thorough in your explanations. Each row will expand as you type into it. Part 1: Language Acquisition Complete the chart by stating similarities and differences between first-language acquisition and second-language acquisition. Then explain each stage of second-language learners. Describe two strategies a teacher might use to support a second-language learner. Comparison First-Language Acquisition vs. Second-Language Acquisition Similarities ● Universal grammar could influence learning. ● The learner's will use context clues, prior knowledge, and interaction to help them comprehend language.
● There are foreseeable stages, and particular structures are captured in a set order. Differences ● First language has a basis for learning in universal grammar alone. Whereas the second language is knowledgeable, the first language also serves as a basis for learning the second language also. ● Acquiring a first language comes naturally, while learning a second language requires a conscious effort. ● First language is the basis for learning universal grammar alone. The second language has the knowledge of the first language which serves as a basis for learning the second language. Stages Explanation of Stage Strategy to Support Learner Strategy to Support Learner Pre-Production Students have not learned to speak English yet. They have minimal comprehension and listening skills.These students often utilize gestures like nodding and pointing to explain what they want (During the first 6 months). ● Use simple prompts with the students like point or show me. ● Limit the screen time in the beginning until the students have learned the procedures and policy for using the computer. ● Focus on repetition and concepts. ● Most importantly, get to know your students and their culture. Early Production This is when they will begin to use one- and two-word English phrases (Around 6-12 months). ● Continue to work on previous strategies. ● Ask questions like who/what/where/when. ● Ask yes or no questions. ● Remind students that it is ok to make a mistake. Speech Emergent By this time the students have developed significant comprehension and can read, write, and understand simple sentences (1-3yrs) ● Ask more questions such as why and how. ● Use simple English when teaching new techniques. ● Begin to teach language and writing skills. ● Learn how your students' culture organizes their sentences and thoughts. Beginning Fluency With ongoing education students eventually reach fluency or near- fluency (3yrs). ● Focus on building their fluency in all areas. ● Provide additional support in the needed areas. ● Continue to use prior visuals and strategies. ● Continue to provide extra support for navigating difficult texts and ideas based on the content area. Communicating in the second language is fluent now to include ● Have the student circle ● Teach the students idioms and give examples of how
Intermediate Fluency academic areas. words they don't know and write down what they think it may mean. ● Have students identify vocabulary by symbols. to use them appropriately. ● Provide more correction/feedback Advanced Fluency Can communicate fluently in all contexts and is able to maneuver successfully in new contexts. ● Give challenging activities to expand the student's vocabulary. ● Teach the student how to effectively take notes. ● Provide error correction on academic work. ● Pre-teach vocabulary and make connections between content areas. Part 2: Literature-Based Approach to Reading Complete the chart below defining each of the models of literature-based reading. Then clarify each literature-based approach by listing both benefits of the approach and challenges of the approach as they apply to instruction. Model of Literature-Based Approach Definition Benefits Challenges Core Literature Is the study of texts from around the world. It is also written in the English language. Provides transferable skills that will teach you to deconstruct and analyze things in order to provide you with a critical viewpoint in all areas. Learning how to write clearly, concisely and analytically in different forms. Text Sets Is the collection of sources that support a common theme, issue or topic. Students can learn how to search for TERC materials in GLOCAT. What will the student do with the text. Thematic Units It's a series of lessons that integrate subjects across the curriculum, such as math, reading, social studies, science, language arts, etc. It makes it easier to understand the teaching and retain the learning concepts. Choosing a theme to teach across multiple classroom disciplines.
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