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

Cognitive: To encourage 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

Does the program have listening activities in the pupil’s edition? (1 pt.) 1 1 2. Does the program have a video that is integrated with the text? (1 pt.)

Andrew “Andy” J. Stoneridge is a 3rd grade student attending Michael Valley Elementary School in Pasadena, Maryland. His homeroom teacher’s name is Ms. Julie King and in her room, are approximately 28 students. Ms. King is a general education teacher teaching the subjects reading, writing, and social studies. Andy’s other core teacher, Mr. Baker, teaches Andy math, science, and health. Mr. Baker is also a general education teacher. In each of these rooms, there are two teacher’s aides and one classroom tutor.

Annotated and Abbreviated List of Tompkins’ Literacy Instructional Procedures Morgan Lewis Grand Canyon University: RDG 512 June 17, 2015 Just as the needs of students vary teachers methods of instruction should vary. Meeting the literacy needs of students should be done through a wide variety of instructional strategies that meet the needs of students and meet the requirements of a balanced literacy program. The following information shares 12 instructional procedures to be used in a third grade classroom. The procedures are from the Tompkins’ Compendium shared in the text Literacy for the 21st Century: A Balanced Approach (6th ed.).

Personal and Social Development Encourages self esteem, personal beliefs, and moral values. Language, Literacy and Communication Skills Children are encouraged to communicate their needs, feelings and thoughts. They are given opportunities to choose and use reading materials.

For the purpose of observing a school environment, I was granted the opportunity to visit Marcy Open School, a K-8 Minneapolis Public School located in 415 University Ave SE, Minneapolis, MN. Like all magnet schools, Marcy Open School strives to achieve racial balance and incorporates specialized curricular themes to reach

Students that want trigger warnings don’t want to be educated. Generation X wanting to sensitize their learning and education. This is harmful and dangerous. There has been a huge jump in this new craze of “trigger warnings” and how many students at colleges and universities want the classroom and main discussion to be that we don’t discuss and confront the uncomfortable. What is the point in sweeping it under the rug and not dealing with it? Not only is that unhealthy but it doesn’t help future students. If this is the way students want to carry on with their education then they don’t want to be educated. They are not ready for the real world, they don’t want to further their education.

Another area is Cognitive Development where the children can learn from books, songs and sequence and finger plays. The books we use can be wordless, have minimum words to help them become familiar with print. These books should be available to the children every day since it is very important to help the build their vocabulary and become successful learners.

Sunshine Elementary belief statement states “We believe that through our efforts as a highly qualified and dedicated staff, all children: Have an ability and potential to succeed, are motivated by an engaging learning environment, need and benefit from support and involvement of the whole school community, and are unique,

The ability of a child to acquire language requires input from a variety of factors. The social-interactionist perspective emphasizes the importance of both environmental factors and a child’s innate disposition to make sense of language. These are factors that directly coincide with the purpose of the Early Literacy Assessment

If you have beautiful area rugs spread throughout your home or workplace, you may have tried DIY area rug cleaning, or you hired someone to clean them only to find that you now have damage to your beautiful rug.

The site I visited was Chattahoochee Elementary School in Duluth, Ga, there I had the opportunity to shadow a teacher in the Moderate/ASD program. Chattahoochee ES is an older, red brick building with a newer addition added to the top of the school. The wing where ESY is held was part of the new addition. It had tile floors, an exterior office, and six classrooms. Two of the six rooms are used as alert and calming areas, within these rooms there was adapted equipment, like a squeeze machine, listening station, and a trampoline. The classroom was divided into sections/areas, using gray partitions and study carols. Within these sections was a play area, individual task area, and reading area. There

Literacy Environment Creating a literacy-rich environment is one of the key elements of supporting children’s literacy development. Literacy-rich classrooms tend to look quite different than the traditional classroom, covered in pre-made posters and arranged with individual desks in rows, and instead, allow for teachers to design their classrooms with their students’ needs in mind. According to an article on the Sadlier School’s blog, all elements in a classroom must be meaningful, intentional, purposeful, and engaging when creating a literacy-rich classroom. This means that classroom design is created in a way that it provides frequent opportunities to be exposed to text via environmental print, instruction, and hands-on learning as well as encouraging communication and collaboration (Sadlier School, 2017).

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