ECE 315 AID Teaching Effectively ece315aiddotcom

8/18/2019 ECE 315 AID Teaching Effectively ece315aiddotcom

1/15

C 315 AID Teaching ffictely

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2/15

C 315 ntire Course (Ash)

• ECE 315 Wee 1 D! 1 "ral Written #anguage

• ECE 315 Wee 1 D! $ The %uman &rain

• ECE 315 Wee 1 'ournal

• ECE 315 Wee $ D! 1 econd #anguage Acuisition

• ECE 315 Wee $ D! $ #anguage De*elo+ment in Infants and Toddle rs

• ECE 315 Wee $ A++lying Theoretical ,ers+ecti*e to Curriculum Co ntent

• ECE 315 Wee 3 D! 1 #anguage De*elo+ment in ,reschoolers and

-indergarteners • ECE 315 Wee 3 D! $ Early #iteracy

• ECE 315 Wee 3 .inal ,a+er ough Draft

• ECE 315 Wee 0 D! 1 -indergarten Curricular oals

•

ECE 315 Wee 0 D! $ ,honics Contro*ersy


3/15

ECE 315 Wee 1 D! 1 "ral Written #anguage (Ash

• "ral/Written #anguage2 Consider the fi*e as+ects of language no ledge and e4+lain ho their de*elo+ment contriutes to a child6s s uccess in school7 at home and in social situations2 Discuss ho ot h delayed de*elo+ment and fluency relate to the acuisition of rit ten language noledge2 E4+lain ho language de*elo+ment ill a ffect your methodologies in teaching2


4/15

ECE 315 Wee 1 D! $ The %uman &rain (Ash)

• The %uman &rain2 ead Cha+ter $ of the class te4t2 "ur te4t states78The human rain a++ears to e 8+reired9 for the de*elo+ment o f language9 (nature) and 8It is only through interaction in the en*ir onment that language is acuired9 (nurture)2 In hat ays does r ain de*elo+ment research document the influence of oth natureand nurture on language de*elo+ment: Which do you thin is mor e crucial to language de*elo+ment and acuisition: Why:


5/15

ECE 315 Wee 1 'ournal (Ash)

• Thin of a situation here null *alue should e alloed and a situation here it should not e alloed2 What are the conseuences ofina++ro+riate null settings:


6/15

ECE 315 Wee $ A++lying Theoretical ,ers+ecti*e to Curriculum Content (Ash)

• A++lying Theoretical ,ers+ecti*e to Curriculum Content2 o to ;in d;eister and create a free account2

•


7/15

ECE 315 Wee $ D! 1 econd #anguage Acuisition (Ash)

• econd #anguage Acuisition2 ead Cha+ter 3 of the class te4t andany recommended readings2 According to "tto ($?1?)7 8Acuisitionof a second language in*ol*es the same +rocesses7 interactions7 an d as+ects of language noledge as the de*elo+ment of the first la nguage9 (+2@)2 That acuisition can e enhanced in the early child hood education2 Taing into consider ho acuisition of linguisticdi*ersity can e enhanced7 *ie the *ideo Wendehac Bideo $ ( htt+=//teachertue2com/*ieBideo2+h+: ) and identify the strategi

es used y the teacher to address the needs of the non>nati*e s+ea ing English students2

http://teachertube.com/viewVideo.php?&http://teachertube.com/viewVideo.php?&


8/15

ECE 315 Wee $ D! $ #anguage De*elo+ment in Infants and Toddlers (Ash)

• #anguage De*elo+ment in Infants and Toddlers2 ead Cha+ters 0 a nd 5 of the class te4t and e4+lore the recommended esites=

• ,& ,arents= htt+=//2+s2org/+arents/

• &aysigns= htt+s=//2aysigns2com/inde42cfm:id$

• According to "tto ($?1?)7 8During infancy and toddlerhood7 childre n6s language com+etencies de*elo+ in fi*e areas of language nol edge= +honetic7 semantic7 syntactic7 mor+hemic and +ragmatic9 (+21$F)2 Identify a minimum of to de*elo+mentally a++ro+riate acti* ities for infants and to for toddlers that ould enhance language

noledge2 E4+lain hich area or areas of language noledge theacti*ities su++ort and the e4+ected outcome of each2 hare any e4 +erience you are aare of that effected your on or your child6s la nguage acuisition as an infant or toddler2

http://www.pbs.org/parents/https://www.babysigns.com/index.cfm?id=72https://www.babysigns.com/index.cfm?id=72http://www.pbs.org/parents/


9/15

ECE 315 Wee 3 D! 1 #anguage De*elo+ment in ,reschoolers and -indergarteners (Ash)

• #anguage De*elo+ment in ,reschoolers and -indergarteners2 eadCha+ter F7 and @ of the class te4t7 as ell as the articles from ,ro !uest2

• #anguage noledge de*elo+s during the +reschool years to +re+a

re students for success in indergarten and eyond2 ,reschool edu cation and the go*ernment funding that su++orts it has een a con sistent to+ic of deate since its conce+tion2


10/15

ECE 315 Wee 3 .inal ,a+er /ough Draft (Ash)

• ECE 315 Wee 3 .inal ,a+er ough Draft

•

• .inal ,a+er ough Draft2 umit a rief outline of the folloing=

• a2 trategies and methods you ill e +resenting in your final +roGe

ct2• 2 The theoretical +ers+ecti*e you ill use to su++ort your choices2

• c2 The curriculum content you ill e using to incor+orate your ch osen methods2

• d2 ;odifications for students learning a second language and for st

udents ith s+ecial needs2• e2 rade le*el or de*elo+mental le*el eing addressed2


11/15

ECE 315 Wee 0 D! 1 -indergarten Curricular oals (Ash)

•

The folloing assignment is ased on the dataase en*ironment chosen and discussed in the Wee To Indi*idual Assignment2 Hsea ;icrosoft Bisio diagram to create a detailed E/D using the data s+ecificationsnoted in the Wee To Indi*idual Assignment2 ;ae any necessary changes +ro*ided in your faculty6s feedac2 Hse a

;icrosoft Access dataase to create the +reliminary dataase tales7 columns ith data ty+es7 +rimary eys7 and relationshi+s2 -i ndergarten Curricular oals2 "n +age $F1 of our te4t7 "tto ($?1?) li sts the folloing fi*e curricular goals=

• 12 Increase children6s aility to communicate orally in instructionaland con*ersational settings2

• $2 Encourage an aareness of the +ur+oses of reading and riting2

• 32 Increase *ocaulary through conce+tual de*elo+ment2

• 02 Increase listening com+rehension2


12/15

ECE 315 Wee 0 D! $ ,honics Contro*ersy (Ash)

• ,honics Contro*ersy2 During the +rimary years7 children6s languagede*elo+ment increases in amount and com+le4ity2 They are e4+os ed to more direct instruction of +honetic7 semantic7 syntactic 7 mor +hemic and +ragmatic noledge2 ome elie*e their natural de*el o+ment may e stinted y the regimented rote memoriJation of + honics and the mani+ulation of language7 hile others elie*e a sy stematic a++roach7 such as +honics instruction7 is the est ay to i ncrease language acuisition2 The contro*ersy o*er hole languag e and +honics has de*elo+ed o*er the +ast tenty years2


13/15

ECE 315 Wee 5 De*elo+mentalCurriculum ,a+er (Ash)

• In your on ords7 descrie the nature and +ur+ose of the normaliJation +rocess2 ,ro*ide some e4am+les from sources other than the readings2

• De*elo+mental Curriculum ,a+er

•


14/15

ECE 315 Wee 5 D! 1 Assessment /eferrals (Ash)

• Assessment eferrals2 What considerations must e made eforemaing a referral for additional assessment in determining hethe r a student has a communication disorder or not: What do you eli e*e are to strengths of oser*ational assessment: What are the li mitations: As a teacher7 ould you +refer to use a checlist for ass essment or an anecdotal record: Why:


15/15

C 315 AID Teaching ffictely

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ECE 315 AID Teaching Effectively ece315aiddotcom