Language Arts Patterns Of Practice Tompkins Summary

315-317) was used throughout the lesson in order to give the students an example of how to use the strategies that were taught. Before children would work on assignments alone, the teacher would model exactly what is expected of them, and keep examples of what was modeled during the lesson so the students could look back to it if they need to. Read-alouds (Cooper, 2015, p. 37) were used in this lesson to really help children to focus on certain topics of the text. “Sometimes the best way to help children understand a particular piece of text is to read it aloud to them and discuss it with them” (Cooper, 2015, p. 37). Think-alouds (Cooper, 2015, p. 30) were incorporated into this lesson when trying to explain how to use the strategy of character mapping. Think-alouds are a great way to explain to students how to use a specific skill or strategy so that they can have a better time comprehending it. Semantic maps (Cooper, 2015, p.83) were used in this lesson for brainstorming ideas from the text to later reference when making illustrations and creating short responses to the text. This strategy is also a great tool for second-language-learners because it helps to narrow down the specific parts in the text to help create more details of the topic being taught. Cooperative “popcorn” sequencing(Annenburg Learner, 2015) was used in the lesson to allow a variety of students to participate in the

Another components of the SIOP framework is Strategies. Strategies would include techniques, methods, and mental processes that enhance comprehension for learning and retaining information. It is important to have Strategies in SIOP to help language development because as stated in the SIOP, “English Language Learners can benefit from knowing specific strategies to use that increamse comprehension including the following: Survery, Question, Read, Review Recite, Quextion in a Can, Gallery Walks, Split Page Note Taking, and Similarties and Differences Using a Venn Diagram.” Therefore, the teacher would use scaffold throughout the lesson and decrease the support of the teacher as students acquire experience. Interaction is an important

Many popular theories of second language acquisition have been analyzed throughout history. The socialization of L2 learners, their present emotional state that is present at time of acquisition, as well as the comprehensible input and output with the use of scaffolding play a major role in second language acquisition. Let us also not forget the importance of written expression as well as reading comprehension with these L2 learners. Each play a role in language development. However, I believe that in acquiring a language, one must use a variety of techniques that work together to create a balance within the learning environment. Furthermore, all L2 learners learn differently and so a variety of resources will need to be used based on the ability of each student. There are many theories that have been developed by highly qualified experts in the field on linguistics. However, I will address those areas that I agree with as I present my personal theories on second language acquisition.

​There are different theories that point to how a child understands and develops a language. According to the article, Katherine Nelson, a developmental psychologist, believes that children learn languages and concepts through action, and then series of actions create events. When children develop understanding of events, they begin to label and get mental representation of them. Different kinds of events can helps children learn words by stories and variety of activities.

Graphic organizers are also great tools for building vocabulary to help students focus on unfamiliar words through a road map, or outline of the reading. Also, students can use organizing tools like Venn diagrams to compare and contrast information and other tools to practice literacy skills helpful for comprehension. With the use of concrete items or visuals, students can better connect prior information to new concepts. For example, when teaching a unit on a topic about travel, the teacher can present a story to the class and then provide them with real objects related to travel as a way to support, provide meaning, establish interest, and link background to influence learning. In regards to vocabulary, concrete items and visuals are also helpful in the pilgrimage to support ELL’s in social studies. Due to the multiple meanings words can carry with them, concentrated vocabulary instruction focused on visuals and continued practice is important for students to build word knowledge. For example, when presenting a lesson filled with new vocabulary, ELL’s can benefit from the use of pictures, drawings, or objects to explain word meanings in a more appropriate tangible manner. After words are learn, teachers can increase content retention by providing the class with many ongoing opportunities to practice their vocabulary. Lastly, social interactions are

Based on Bandura’s social learning theory, human development is continuous. This concludes that people are constantly changing, developing, gathering skills, watching and performing. Using Ben as an example, he gradually learned certain things in the ESL classroom. As I previously mentioned, writing was very difficult for him upon arriving to the U.S. Ben first learned how to hold a pencil properly, overserving from others and pictures that we provided to him, then he learned how to write his ABC’s, next he learned how to spell his name, and lastly proceeded to form words and write out short paragraphs independently. This demonstrates a smooth process, which Ben had to perform before attempting to write short papers in class.

* Children at very young ages start to learn by their own activity and movement. Everything babies touch or see they put into their mouths or hold them tight and they examine them closely. A child develops an understanding through something called schema. Schema is a mental construction which contains all the information a child has about a particular aspect of the world.

Vygotsky’s concepts of zone of proximal development and the more knowledgeable other person has led to the idea of scaffolding. Scaffolding, which encompasses both ZPD and MKO, is seen in almost all classrooms in today’s society. Scaffolding is a temporary support mechanism that aids students when they need it and then relinquishes control when the assistance is no longer needed. According to Lipscomb, Swanson and West (2004), scaffolding is used in classrooms by the “development of instructional plans to lead the students from what they already know to a deep understanding of new material,” and “execution of the plans, wherein the instructor provides support to the students at every step of the learning process.” Scaffolding encompasses the role of the teacher. The teacher acts as the most knowledgeable other to the student and then assesses the current knowledge of the students. The teacher decides which knowledge level the students should be performing at, and that gap between current knowledge and abilities and their potential is the zone of proximal development. In order for

Occasionally, as students are learning new and even basic concepts, they may initially encounter struggles. Some additional heightened assistance may be required in order to support students as beginning learners. Hence, the strategy scaffolding, can assist students that may be struggle to grasp and maintain these new concepts. Through the use of scaffolding students

Application: Schema Theory’s application in the learning environment can be seen in a variety of ways in the learning environment. Schema Theory relies heavily on building connections to prior learning. Therefore, it is crucial to employ teaching to expand learner’s general knowledge and concepts in order to provide a base for schematic connections. Teachers can be seen reminding students of what they already know in order to build on previous knowledge and help make connections to new ideas. However, teachers must understand that not all learner’s schemata are the same.

In order to thoroughly engage learners and their specific brain dominance it is important to discuss subject matter with a big picture approach and then to discuss the details. This will involve learning from the left side as the small details flow into a larger subject. The right side of the brain will also be engaged when learning a subject through visualization of the big picture. In today’s school systems subjects tend to be taught the same: different subtopics are broken up and taught at different times until all material is covered. The big picture of the new material is not usually united to the many small groups of details that create it. This makes learning much more challenging instead of a natural reaction that teachers should strive for.

Aforementioned relates to Bandura’s social learning theory which is based on the notion that learning occurs through imitating during modelling (Cherry, 2015). Therefore, this suggests that through modelling the sentence for the children, they learnt and acquired skills such as sentence structure which helped them to begin to write simple sentences. Therefore, modelling can demonstrate skills that children need to master, as Bandura explained that if people had to rely only on the effects of their

Understanding cognition and how we learn is essential in the developmental stages of children. Not all students learn in the same way, understanding the cognitive process will assist in the development of the students. By modifying my approach when giving instructions I have noticed growth in current students that I am working with. Using concrete materials and giving the opportunity for students to be involved in hands-on activities on a daily basis, is essential in making new material meaningful to learners.. The knowledge gained from this topic has increased my understanding and is benefiting the children I am currently

I interviewed my best friend’s younger brother Ryan who is 11 years old and attends Log College Middle School. During the interview I asked Ryan what his favorite subject was in school to which he replied that it was between English or Social Studies. Ryan also is a “student athlete” and plays in 6th grade basketball. Following Vygotsky’s theory for development, I believe that it fits best within studying in school. I agree with Vygotsky that sociocultural influences do not really have a lot impact on learning skills, it is all internal, not external. For instance, the cognitive abilities needed to excel in these two subjects in school is crucial. Ryan was telling me how much he loved to write freely on his own and creative story writing during English class was his favorite part of the class. Using Vygotsky’s theory, specifically the zone of proximal development, I can easily explain how he was able to acquire this creative writing skill. Whenever he was first introduced to writing or creative writing most likely in elementary school, it was provided by a teacher or some outside source. This support of others, called scaffolding, would be very helpful during this time to make sure he is writing correctly. In stage two in the zone of proximal development he would then learn to assist himself. Vygotsky claimed that private speech is very important to cognitive development. So, for example Ryan talking to himself before writing or typing down a story would help this internalization of developing and bettering this skill. The third stage in the zone of proximal development is internalization and automatic habit formation. Around this stage, Ryan would start to make writing more of a habit, for example maybe he is keeping a journal of creative writing prompts that he writes in every week or so. In stage four, the last stage, of the zone of proximal development is evasiveness as the acquired skill becomes adapted to new situations. As I previously mentioned, his other favorite subject he was torn between was Social Studies. If Ryan successfully uses his creative writing skill to help boost his essays or creative writings that relate to history. Since Ryan has successfully gone through and completed all four of

I am basing my descriptions of my Average Learner’s academic development on their past work and observations. They can read and understand simple texts. In fact, the history textbook for this class is within their reading level and so they can read and understood information therein. In addition, they can listen and follow verbal instructions. For them, I do not have to repeat nor display my instruction on the whiteboard nor through PowerPoint slides, but I do sometimes have to speak slower to assure they can hear what I say. They can write simple and complex sentences, with a high degree of clarity. (I will provide further information about this when I describe their language development later in this paper). Collectively, they can collaborate in groups, preferably of no more than three students in a group, because anything more is not conducive to learning. The reason they work well together because most know each other from being in the same classes last year and the on the same sport team—this class has many baseball players. Insofar, this has proven to be advantageous, by having them in groups, and I could not be more satisfied with the results.