Explain How To Promote Children's Active And Multimodal Learning

In this wrting lesson, students will examine a picture using the sensory detail sight. Students will be given a postcard with a picturte on the back and a graphic organize worksheet.To beigin the lesson, I got students engaged by showing an optical illusion whioch fetured multupl faces. As a class, we discussed what we see in the picture aqnd talk what the author might be saying (point of view). Next, I transistioned into actoviting background knowledge by asking students, “what are th five seses?” I also reminded students when they composed a peronal narrative essay in the beigning of the of the month. Next, I began by explitly modeling the strategy by applying it to a postcard and composing a six-lined poem. After I read each

The teacher provided the children to identify some letters in the print but does not provide opportunity for all the children to become engaged in the activity. The teacher did take some opportunity to draw the childrens attention to the sounds in words but the children were not motivated to complete the activity. The activity seemed rushed and the children seemed to think the activity was drawn out. Some other activities that were observed in the classroom seemed to promote letter recognition. Children were encouraged to identify letters on their mat and match them to their lower-case letters. Although the activity had a goal in mind there was no opportunity for the children to discuss and there was little opportunity for the activity to be extended. Another activity available was a drawing activity where the children were able to draw a picture of their favorite animalsThe teacher shared that they can use their mouths and lips to say each word to help them identify the beginning letter sounds. After discussing with the teacher the activities in the classroom she shared that she has been incorporating an abundance of fine motor skill activities and has found that language activities are provided but not on a consistent timeline. Home school projects were also discussed and she shared that activities were sent home monthly to encourage parents to have a much more hands on role in their childs literacy skills. Newsletters are also sent home monthly

Within my school literacy lesson will be planed by the teachers, the teacher will go over the

Starting from the parents, the child must inherit the instinct of wanting to learn to read, developing the curiosity that comes with the increase of knowledge, interaction with others and building positive memories, that motivate the child’s learning to read. An approach that Vygotsky supported promoting scaffolding, a guided process that adults use to teach students how to master a skill, in this case a reading and writing skills. Children begin from the womb recognizing parent’s voices, singing tone for then building connections through prints and letter sounds in an environment that promotes literacy with stories, songs, games, group activities with families, “All about me” share, and “Show and tell”, to display and build a sense of belonging in the class. Nevertheless, incorporating strategies or methods that facilitate learning to read stimulated by own personal learning style. Most young children learn kinesthetically and are visually-sensory prompted to hands on experiences, using appropriate materials in a different setting. Foremost, with an ongoing informal and formal assessment to evaluate students’ pre-knowledge at the beginning of the scholastic year, students’ way of learning, feelings, and connections through the year, and at every lesson, check for understanding, and ways to improve the next step. Ongoing assessment is part of the whole learning process, it will tell you how the students learn, and achieve appropriate reading and writing goals. A good reader promotes a good writer and vice versa, but a firm stepping stone during the developmental stages, in rich literacy environments, attempting to positive interactive experiences, and always monitored, influences the chances of the child sense of wanting to learn to

2.Given the central focus, describe how the standards and learning objectives within learning segment promotes children’s active learning and multimodal nature of learning language and literacy development in an interdisciplinary context.

One of the teacherâ€TMs role within the school is to plan, monitor and assess the achievement of children. The lesson plans need to be set so what the children are learning is in line with the

The lesson could be changed for language arts with learning different components of the writing process such as thesis, hook grabber, beginning, middle, end, and summary

[ ] In order to build on the children’s understanding and content knowledge, lesson one’s purpose is to engage the children through making a prediction based on the text, pictures, and title. Lesson two builds on the language and literacy by continuing with using the mentor text, “Fancy Nancy” and using the rich academic language associated with the central focus of predictions. For example, each lesson has a distinct objective in which the activities are built on but all three lessons build on each other by incorporating similar academic language and literacy. The children start out in a whole group setting and are actively engaged through discussions and sharing activities. The children are then scaffolded into independent reading and activities to assess their understanding of the content objectives. They then use their prior knowledge and rich vocabulary to successfully complete the objective of each lesson through verbal discussions, independent work, and physical movement. In lesson one, the children are actively engaged through participating in a gallery walk. This gallery walk is done with the children’s table groups and encourages community and social interactions. During this activity, the children will work together to activate their prior knowledge of predictions and record through writing what they

Literacy is a vital part of all later learning. Because of this, the children will engage in hands on activities that relates to what they have read and give them opportunities to make up their own versions, as well as make up their own stories. They will have a large group story time and a partner reading time. An ample variety of books will be available at all times. Signs with words and pictures will be posted around the classroom showing, daily activities, objects that are used daily, and the placement of toys and

writing with pictures to help the pupils with understanding the words. Also, they should be

The materials are age appropriate for the children who are 3-5 years old. The classroom has a variety of areas where the children can learn through play house, block, art, music, small toy, book, computer area. The classroom has a hatch computer where the children can learn through the computer software. High Scope is the integrated curriculum where the children learn through play. Children use the plan do review planning, worktime and recall. Where the children plan where they want to work they will carry out their plan during worktime and the children will recall what they did at worktime. Children will learn differently by doing and other children

This final part of the K-W-L activity gives students a chance to ask questions about concepts or words that they didn’t grasp through the activities. If students have unanswered questions or new questions, the class will have a discussion. This allows students to self-monitor their work to ensure its completion (Ogle, 1989). Students should ensure all their questions from “what I Want to know” have been satisfactorily answered, and that they have filled out as many new or interesting facts as they can in the “what I Learnt” column. Recaps and summaries of lessons are useful as students reiterates what they have just learnt, reinforcing the acquired knowledge. It also allows the teacher to check that all students understand the text. EAL/D and low literacy students are also encouraged to copy the formulated answers from their margin questions directly into the Learned column. Answers from the margin questions activity may overlap with questions students created for the Know column. By completing this activity, students will have an easily accessible worksheet containing all of the information learnt from this class. Both activities (Appendix C and D) give the students an opportunity to express their prior and learnt knowledge in various modes of communication. The range of literacy activities provided to the

Strategies for this SIOP lesson were chosen after viewing the content and language standards as well as using the language acquisition theories. The strategies chosen were technology, drawings, acting out parts of books, sharing feelings and past experiences, scaffolding, collaboration, graphic organizers, re-writes and Author’s chair. All of these strategies promote second language

The data collected from the students’ assessment showed they had a high level of comprehension in using the essential literacy strategy which has been the focus of the learning segment. The assessment is directly related to what the students have been learning throughout the learning segment. The students d had multiple opportunities to practice the essential literacy strategy throughout the learning segment. The first section of the assessment which was the matching of the text features with their purposes was directly related to the learning task they had to perform in the lesson one relating to the learning target “I can match text features to their purposes.” The written response section was directly related to the related skill the students’

This course is intended for the six grade students. I am selecting to create this literacy design program based upon the educational policy. This curriculum will be a practical design because of funding concerns with this school district. The Educational policy supports the learning curriculum instruction for students in