My Instructional Design For Developing My Students ' Communicative Competency

Roberto used a variety of sheltered instruction strategies to reach his goal of having his class to participate in an English. He used a grade appropriate book, The Hungry Caterpillar, to help keep his students’ stay engaged in his lesson as he slowly integrates learning the names of the days in a week. He used a mixture of verbal communication as well as using visual cues to help students’ process the instruction to their own needs. He first reads to the students, then he uses visual props, such as putting the caterpillar and the fruits on popsicle sticks, to help dramatize the caterpillar’s actions visually. He then replaces the props with sentence strips used in word charts so his students can visually see, hear, and say the words they

Compare and contrast BICS and CALP. Name one point that you think teachers should know about second language acquisition.

Many people are not aware of the communication skills that they lack, most will argue that they have perfect communication skills. Taking interpersonal communication has taught me that my skills are very poor. I walked in thinking there was nothing I can learn about communication and realized that I know little to nothing about communication. Since starting this class I’ve narrowed the skills I need to work on to the following four which includes listening, being more supportive and active, understanding, and improving my self concept. Although all four of these skills are something I can improve I think listening is my main problem.

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.

When teaching any grade, it is imperative to know the students you are teaching and where they came from. What I enjoy most about teaching is finding out what motivates my students to learn; I find that once a student is motivated to learn, there is no stopping them. When teaching literacy to Spanish-speaking students, motivation plays a key factor to their academic success. As literacy specialists, we need to understand how important a student’s motivation can affect his or her learning capabilities.

During the course of this semester; the variety of writing styles and essays assigned to me in my communication skills class encouraged the development of my writing skills, as well as provided me with more self-assurance in my abilities. My writing, research, and presentation abilities enhanced through practice, determination, and the understanding I gained during this course. With every single writing assignment, I learned new innovative approaches and skills, which enhanced my abilities to improve my thoughts logically, enabling me to write more clearly, and to organize my papers more effectively. At the beginning of this semester; despite the fact that I already knew the terminology MAP: message, audience, purpose; I never really

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

Upon my completion of taking the "The Competence Communicator" assessment "Do You Smell Something Burn? Assessing Your Burnout Risk", I discovered that my was between a 31-50 resulting that I am at moderate burnout risk. At this point in my career, I would agree with the results due to there has been a lot of aspects at my job that has caused a negative effect on employees leading to temporarily stressful aspects to my job. I have recognized I am not the only one to feel these symptoms of burnout but also some of my close colleagues are as well. I have seen an decrease in team morale and job performance due to aggravated work stressors. Solutions, that I have recently taken on to prevent workplace burnout reevaluate why I do what and rediscovering

More teachers are trying to learn Spanish, but there are still many that do not understand the language. For years, researchers have been trying to think of a new way to teach Spanish-speaking students the English language. There

Dr. Franco’s mission is similar to the Latino Educational Achievement Partnership’s mission to enhance children’s literacy with the correct support (FPGCDI, 2017). She Served as Co-Pi in a study funded by the National Institute for Child Health and Human Development focusing on Nuestros Niños Program: Promoting School Readiness for English Language Learners (FPGCDI, 2017). Dr. Franco is now working on research directed towards helping childhood teacher working with dual language learners (FPGCDI, 2017).

In “Immersion”, the teacher recognized that Moises understood the math concepts, but was hindered by his low English proficiency. However, she failed to provide him with proper language support and interventions. I would have worked to “…scaffold instruction through flexible grouping that promotes interaction between the teacher and students, and among students” (Echevarría, Vogt, and Short 261). Moises could have benefitted from peer-assisted learning by being grouped with a Spanish speaking student who had a strong English proficiency level. I would have also modified my speech, provided sentence frames, modeled responses, and allotted Moises extra time to answer the question.

As students learning the beginning level Spanish vocabulary, they need to practice their understanding and comfort level of the vocabulary. By becoming more comfortable, they will learn with more fluidity. This will help to satisfactorily meet my first learning objective, which is to identify and translate vocabulary words. Introductory Spanish focuses on the basics of what the students need (such as talking about themselves and their families). As the students learn about the rooms in the house, they already know how to talk about themselves using adjectives and verbs in the first person. The beginning lessons usually focuses on lower thinking forms on Bloom’s Taxonomy, and then as we progress through the lessons, we develop higher order thinking

I want to be good at communicating. I learned that no one is born a competent communicator because to communicating competently requires skills that we have to learn and practice. I always thought that I can’t ever be a good communicator because the communication trails in my family is weak. We are shy and are not sociable. It is a good thing that “no matter which traits we’re born with, we still have to know how to communicate competently.” The book define communication competent as to communicating in ways that are effective and appropriate for a given situation. Communicating effectively is to use behaviors that achieve your communication goals. Communicating appropriately is to use behaviors that apply in a social situation. In other word,

These strong strategies are in agreement with the low percentage of Loss of Meaning for both languages in Ariel (Spanish 13.33%, English 29,50%) and Sasha (Spanish 27,45, English 30.0%). Strategies that are related to accuracy only at surface, word level, such as Overcorrection, were not employed by these children, nor for their Spanish or English reading. These findings are related to what was displayed through the BRI, where Ariel and Sasha indicated their beliefs in reading as a meaning-making practice.

Specifically identify two improvement strategies in each of the following skills: verbal, non-verbal and use of visual aids.