Language Arts
There is a trend among some colleges and universities recently to cut back or eliminate their humanities major and courses, which includes language arts as well as history and philosophy. This has created a controversy over the importance of these areas of learning. It is not that the decision to include language arts in education is new. Appreciation of such learning stems back to the earliest humans. Among the earliest pieces of prehistoric sculpture is from 30,0000-25,000 BCE. The woman, who had exaggerated female parts, is believed to be a fertility symbol perhaps carried by a male hunter/gatherer as a reminder of his mate back home. Many here have heard of or seen the paintings on the caves in France from 15,000 to 13,000 BCE. Early humans struggled to survive against natural forces, animals, and one another. One of the most essential ways of survival was to pass down…...
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References
Atwell, Nancie. In the Middle: New Understandings About Reading,
Writing, and Learning. Portsmouth, NH: Boynton/Cook Publishers,
Inc., 1998.
Burke, Jim. The English Teacher's Companion: A Complete Guide to Classroom,
Teaching Language Arts: Description of How Oral Communication Skill May Be Developed Through Conversation, Storytelling and Oral Discussion
It is reported that the use of language in the early years of childhood teaches children not only about the world around them but how language and its use serves various purposes. This type of knowledge is known as pragmatic knowledge which in part is conversational skills. It is asserted in the work of Weiss (2004) that the development of conversational skills in childhood influences the child's ability to interact with others. Children inherently learn these skills however, the adult teacher or parent's role in assisting the learning of children in the area of conversations skills is critical to the ability of the child as a conversationalist. Storytelling is excellent in its ability to develop language arts among children because it requires them to be good listeners. Storytelling can be followed by a…...
Brain-Based Language Arts Lesson Plan:
Grade 2 -- "th" ords
Brain-Based Language Arts Lesson Plan: Grade 2 -- "th" ords
Language Arts
Spelling
"Th" ords
Grade
Cross-curricular link(s): Non-specific
Recommended Usage: Summary, entire class
Intended Learning Outcomes:
Identify common word strings;
Impress students with the fact that "t" and "h" written together make a different sound
State Standards (Perma-Bound, n.d.):
Spell common, frequently used words correctly
Identify and define new words and concepts.
Pronounce most words accurately.
Learning to Read Independently: Use knowledge of phonics, word analysis (e.g., root words, prefixes and suffixes), syllabication, picture and context clues to decode and understand new words during reading.
Read a story to the class from their reading book. rite "TH" on the blackboard. Have the students find all the "TH" words in the story and name them aloud. As each "TH" word is named, have the…...
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Works Cited
Hurtova, D. (Winter 2000). Feedback. Retrieved from Dana Hurtova's Web site: danahurtova.sweb.cz/files/kanam3/feedback.rtf
Progression and Foundation of Language
Concept/topic
Learning of primary language complements skills development; this includes learning about language, as well as learning other subjects in the school curriculum via language. Language learning facilitates general literary skills and allows children to revert to, and strengthen skills and concepts studied through their first language (The National Strategies Primary, 2009).
Curriculum is enriched by language learning. Teachers as well as children find it fun and challenging, and display enthusiasm towards language; this leads to creation of interested learners and the development of positive attitudes towards learning languages, all throughout one's life. A natural link exists between language and other curricular areas, and this enriches the overall teaching-learning experience. Proficiencies, understanding, and information learned through language contribute greatly to literacy and oracy development in children, as well as to better understanding of one's own and others' cultures. Language is also integral to community and individual identity. Learning…...
Sometimes students have obstacles to contend with as they enter school. One such barrier can be language. The student I worked with is a Chinese first year student who is attempting to assimilate to AP class schedules. He is a 14-year old interested in learning the English language and is having problems not only learning the language but balancing out the needs of his identity versus the American culture. English Language Learners often must contend with several influences and deal with a new culture that may seem dauting and stressful[footnoteRef:1]. His name is Bo. [1: Larry Ferlazzo, English Language Learners: Teaching Strategies That Work (Santa Barbara, Calif: Linworth, 2010)]
Bo recently immigrated to the United States with his family two years ago. While Bo has learned conversational English and some grammar, he still has problems writing in English. The way to write simplified Chinese is different than English and so he…...
Language
American English is incredible malleable and diverse, and it would be a mistake to impose artificial rules. Not only would it be a mistake, it could even be construed as racist. The imaginary Correct English (whether Oxford or Webster-based prescriptive grammatical rules) is one that is clearly defined by the white upper-class hegemony in higher education. As Deresiewicz (2005) states, "there is no such thing as Correct English, and there never has been." Dialects and accents are a sign that the language is alive. Language reflects subculture and social identity, and can allow for the vivid expression of ideas that would be severely restricted if there were only one Correct English.
Language is a form of cultural capital. Therefore, "stigmatized forms" of language such as edneck or African-American speech, are "typically those used by social groups other than the educated middle classes -- professional people, including those in law, medicine, and…...
Consider the fact that the Iroquois are said not to have had a strong word for the singular "I," and that they subsequently developed what was arguably the longest lasting communal representative democracy the world has ever known. The Inuit, whose culture revolves around the arctic world, have dozens of words for snow - this sort of technical knowledge allows quick and accurate transmission of conditions and training in survival.
In Western terms, one remembers that Jesus Christ was said to be "The Word," yet in the original Greek this indicates not only a spoken word but also the Logos - the root term for intellectual reason, for Meaning within context (be that the context of a sentence, a life, a history, or a universe); logos was rational order. The difference between saying that a religious figure is the Word (which at its most profound seem to indicate a kind…...
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Bibliography
Atkins, J.D.C. (1887). Report of the commissioner of Indian affairs. House Exec. Doc. No. 1, Pt. 5, 50th Cong., 1st Sess. Washington, DC: U.S. Government Printing Office.
(Farah and idge, 2009)
The successful shift from textbook, memory-based curriculum to a standards-based curriculum is therefore dependent on three things: the development of national standards and goals for curriculum; the development of corresponding assessment tools; and the re-education of teachers towards the objective of altering teachers' attitudes and views of their role in the education system. ather than simply drilling memorized facts, words or phrases into a student's consciousness-as is the case with a memory-based curriculum-teachers in a standards based, student-centered curriculum are responsible for helping students to apply such knowledge to practical situations for social success, over and above academic success.
eferences
English as a Second Language. (2010). etrieved December 30, 2010, from http://www.rong-chang.com/
English Teachers Network. (2010). Why Have a Standards-Based Curriculum and What are the Implications for the Teaching-Learning Assessment Process?. etrieved December 30,
2010, from http://www.etni.org.il/red/etninews/issue4/whystandard.html
Farah, S., & idge, N. (2009). Challenges to Curriculum Development in the UAE. Dubai
English Teachers Network. (2010). Why Have a Standards-Based Curriculum and What are the Implications for the Teaching-Learning Assessment Process?. Retrieved December 30,
Students who have low self-efficacy will be likely to give up easily, avoid challenging tasks, focus on their failings, and quickly lose confidence at the first sign of criticism (Cherry, 2013). Bandura's social cognitive theory and the concept of self-efficacy can be applied to this classroom with regard to the differences between genders. Clearly, boys had a high sense of self-efficacy vs. The girls, and the teacher did not recognize this fact. Again, refraining from offering feedback immediately after a verbal presentation might help the students with low self-efficacy address challenges in a safe way. As they build self-efficacy, learn to enjoy the art of failing gracefully, and see difficult tasks through to the end, the girls may increase their self-efficacy. The teacher can achieve this through gentle encouragement.
Self-regulated learning is related to social learning, motivation, and self-efficacy. In this classroom, the teacher already incorporates activities that will encourage…...
Highly Effective Unit PlanAuthorFirst and Last Name: Bria GayleSchool Name: N/ASchool District: New York City Public SchoolsSchool City, State: The Bronx, New YorkClassroom InformationSubject AreaSocial StudiesGrade Level(s)KindergartenUnit OverviewUnit TitleSelf and OthersUnit SummaryIn this Unit, four topics will be covered: 1) self-identity, 2) diversity, 3) American symbols, and 4) the United States flag (American flag). Students will draw and label body parts, learn a new song about diversity, listen to stories, color the bald Eagle and the American flag, and make the United States flag. Overall, students will learn the following: To draw and label ears, nose, mouth, eyes, and hair. To describe their interests and unique talents. To identify and explain the meaning, the American flag, the Statue of Liberty, the liberty bell, and the Bald Eagle.Building the FoundationHabits of Learning Taxonomy Citizenship skills Coloring skills Drawing skills Listening skillsUnit Common Core Standards [eading, Writing, Listening, Oral]eading Standards:Key Ideas and…...
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Resources) American flag coloring pageCrayonsBlue plastic plates7 red ribbons per student6 white ribbons per student13 foil star stickers per studentTapeSteplarF is for Flag by Wendy Cheyette Lewis Grouping Strategy: Describe how you will group students to facilitate the learning of the outcomes of this lesson. What is the rationale for the grouping strategy?(1e: Designing Coherent Instruction) Academic Vocabulary: What key terms are essential to this content? What terms are essential to develop and extend student\\\\\\\\\\\\\\\'s vocabulary?(1a: Knowledge of Content and Pedagogy; 1b: Knowledge of Students) Colony and Independence Lesson Procedures: The procedures should clearly describe the sequence of learning activities and should identify where and how all materials, technology tools, and student-created technology products and reproducible materials/handouts are utilized in the lesson. Describe the lesson sequence: · How will the lesson launch? · How will the material be presented?· What questions will be posed to the students? What are the expected responses? · How and when will the teacher model?· What opportunities will there be for guided Practice, group work, and individual Practice?· How and when will you monitor student understanding throughout the lesson?· What opportunities will there be for reflection and closure?Include approximate time allocations for each portion of the lesson. Be very precise when explaining the teacher and student tasks during the learning activities.Lesson launch (5 minutes)The teacher will display the classroom flag where each student can see. Students will be asked to describe the U.S. flagStudents will recite the Pledge of AllegianceTeacher Modeling (15 minutes)Show the cover of F for Flag by Wendy Cheyette LewisThe students will be asked to describe the cover of the bookThe teacher will read the book while pausing to explain key termsThe teacher will inform the students how our forefathers created 13 coloniesThe students will be asked to guess what a colony I.S. The teacher defines a colony. Explain to students why the U.S flag has 50 stars. Students watch the American flag riddle video(1a: Demonstrating Knowledge of Content and Pedagogy; 1e: Designing Coherent Instruction) Guided Practice (15 minutes)· Making the U.S. flag. Independent working time (10 minutes)· The teacher will give each student the U.S. flag coloring sheet. · Each student will use crayons to color the flag correctly. · The teacher will ask the students to refer to the classroom flag when choosing colors. Differentiation: Describe how you will differentiate instruction for a variety of learners, including students will special needs, English Language Learners, and high achieving students, to ensure that all students have access to and can engage appropriately in this lesson. Be specific.(1e: Designing Coherent Instruction) Assessment Criteria for Success: · How and when will you assess student learning throughout the lesson (formative)?· How will you and your students know if they have successfully met the outcomes? · What are the criteria for mastery of the lesson outcome(s)? · Describe any (formative and summative) assessments to be used. (1f: Designing Student Assessments) The teacher will ask each student to wave their banner gently.Students will be asked why the U.S flag has 13 stripesStudents will be asked why the U.S flag has 50 starsStudents will be asked to define colonies and IndependenceStudents will be asked to say the Pledge of Allegiance as they hold the banner. Anticipated Difficulties: What difficulties or possible misunderstanding do you anticipate that students may encounter? How will you prevent them from occurring?(1a: Demonstrating Knowledge of Content and Pedagogy) Reflections: List at least three questions you will ask yourself after the lesson is taught. (4a: Reflecting on Teaching) Preparing a UnitUnit 1Phase 1: Deciding on the objectives of the topicUnit Title: Self and OthersGrade level: KindergartenApproximate Time Needed: 2 monthsMain idea 1: Children\\\\\\\\\\\\\\\'s sense of self is shaped by experiences that are unique to them and their families· Individuals have talents· People have physical characteristics: height and hair colorMain idea 2: Symbols and traditions help develop a shared culture and identity within the United States· Important Symbols of the United States· The U.S flag has parts (stripes and parts)Skills to be developed: Citizen skills to be developedPhase 2: Determining AssessmentSummative Assessment:1. Students will have a journal entry that will be tied to the content. This will allow students to begin to think about the topic and reflect. This will show the teacher where the student is. (A mini diagnostic)2. Students will read a storybook related to the concept topic of the day for each lesson plan. Students and teachers will have a classroom discussion on the focus question that the teacher will ask the student after they read the book. This will serve as an informal assessment to see student understanding before the lesson. 3. Students will be given an in-class reading that will be read together as a class. Each reading will be given guided questions that will show the teacher who comprehended the lesson of the textbook. The guided questions will be graded on the student\\\\\\\\\\\\\\\'s notebook.4. Students will be assigned a mini project, whether it is the partnering up to complete. The teacher will monitor students as they work and will workaround to see if the students need help or have questions. The teacher will observe each student\\\\\\\\\\\\\\\'s work. The teacher will grade each activity or mini-project before going over the answers or work. 5. Students will receive an exit ticket/quiz after instruction is done. End of Unit Task: Students will be asked to answer questions the following four questions: End of Unit Rubric:Phase 3: Selecting Instructional Courses. Diversity· \\\\\\\\\\\\\\\"Everyone belongs\\\\\\\\\\\\\\\" song All are Welcome by Alexandra PenfoldIdentityI Like Myself by Karen Beaumont https://www.youtube.com/watch?v=kTLxkMa0XDk United States Symbols· American Symbols cards· Statue of Liberty worksheet· American flag coloring pageMaking the U.S flag· F for Flag by Wendy Cheyette LewisPhase 4: Choosing appropriate learning activities4 Lesson plans attached.Activities: oral/ written activities and exciting and construction activities. Differentiated instruction· Children with special challenges All stories and text materials will be read in class. Children with special challenges will strategically be placed with students on grade level so that the students can get help when they need it. Additionally, they will be given a sheet of with vocabulary definitions so that they can refer to it · children who are ELLs· Children who are struggling (RTI)· Children who are performing above grade level (will be given modified questions that are more challenging and appropriate for their performing level for their activities in journal/ class/ homework. Phase 5: Completing the unit plan4 lesson plans attached. This U.S. flag is also known as the American flag. The flag includes thirteen horizontal stripes that are red and white. These stripes symbolize the initial states in the Union. Moreover, a blue rectangle, including 50 white stars; these 50 stars symbolize the 50 states in the U.S. American flags are shown all over the country, including many public places like government buildings, schools, libraries, among other places. The Statue of Liberty is made of copper, and it is locatedin New York City. The statue is a robed female whorepresents a Roman Goddess and is holding a torch in herhand. The Statue of Liberty was a gift given from Franceand represents freedom and the United States.Inscribed on the statue is the date July 4, 1776; this isthe date of the American Declaration of Independence. Wecelebrate this event every 4th of July.The Bald Eagle, the national bird, and animal for thethe U.S. On June 20, 1782, the Bald Eagle was chosen as the emblem of the United States because it represents strength, long life, majestic looking, freedom, and exists here in the U.S. You can find the bald Eagle on coins, the Great Seal, and even dollar bills.The Liberty Bell is a representation of American freedom and Independence. It is situated in Philadelphia, Pennsylvania. The Liberty Bell is significant as it symbolizes an end to slavery in America.https://www.youtube.com/watch?v=nJ1QEE_RXP8 ·
inappropriate given the risks posed by old, small radio parts to small children who might put these unsanitary substances in their mouths or injure themselves on sharp parts. Instead, children can be provided with large, age-appropriate blocks to construct robots. Scenario 2 reflects positive forethought and planning in the teacher's explanation regarding traffic flow; however sand can still be extremely messy, even outdoors. Children must have a place to clean themselves before re-entering the classroom. Using modeling clay or other materials might be more feasible given the cleanup needs of a classroom. Scenario 3 is a good idea in that it uses arts and crafts to reflect the lessons learned on a field trip but some food cartons can be sharp or unsanitary; they must be selected carefully. In Scenario 4, rather than defaulting to the modern obsession with technology like iPads, the teacher should take measures to make…...
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References
Mayesky, M. (2014). Creative activities for young children. Cengage.
Lesson Plan Evaluation
The third grade language arts lesson plan uses Shel Silverstein's story The Giving Tree. It is expected that the lesson will be of high interest to the students because they are probably familiar with Silverstein's other works, Where the Sidewalk Ends and Light in the Attic.
The first activity is the pretend field trip. The teacher asks the students to close their eyes and picture a large open field. In order for this opening set to be effective, students should be prepared to be calm and fairly quiet. If possible, the lesson should be taught following a quiet activity such as independent reading or seatwork. The students will have an opportunity to get up and move around within this anticipatory set, but they could be overly active and a little silly if the teacher attempts to do the lesson immediately after a major transition. Additionally, for this activity to…...
Art to Tanzania people
Art and Culture of Tanzania
Every country has its special features and certain interesting facts about its history and legacy. This paper discusses the unique country of Tanzania in the continent of Africa and describes its culture and history. Certain doctrine point out that the mainland of Tanzania was named by a ritish civil servant in the year 1920 and its name was derived from the words in Swahili language, tanga, meaning sail and nyika, meaning bright and plain. This place had a very intriguing and unique culture of people, who had a long history of existence and had preserved their identity. This place came to be known as a Tanganyika Territory, which was formerly a German East African area. Later in 1964, Tanganyika was joined with Zanzibar, which was an archipelago of islands off the coast of eastern Africa1.
This was a very interesting development in terms…...
2. Jahn, Reuster Uta, and Gabriel Hacke. The Bongo Flava industry in Tanzania and artists' strategies for success. Germany: Johannes Gutenberg University, 2011. Retrieved from: http://www.ifeas.uni-mainz.de/Dateien/AP127.pdf
3. Caves, Richard E., Creative Industries. Contracts between Art and Commerce. Cambridge, Mass.:Harvard University Press, 2000.
4. Vavrus, F. (2004). The referential web: Externalization beyond education in Tanzania. In G. Steiner-Khamsi (Ed.), The Global Politics of Educational Borrowing and Lending, New York: Teachers College Press
Topic: Are the Arts Motivational Entry Points for Non-Academic Students?IntroductionFor a long time, academic courses, specifically STEM programs (i.e. science, technology, engineering, and mathematics) have often been favored because of their real (and perceived) employability chances. It is indeed true that most societal undertakings are driven by specializations in these academic courses. However, this does not necessarily mean that there is no place for artistic specializations for non-academic students. It is important to note, from the onset, that there are a wide range of factors that influence the desires of academic students to pursue higher education. It would be prudent to highlights these with an aim of setting the stage for the assessment of arts as motivational entry points for non-academic students. Some of these include, but they are not limited to, the need to further enhance employability, the need to fulfill parental or familial expectations, the need to satisfy…...
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ReferencesBanks, A. (Ed.). (2012). Encyclopedia of Diversity in Education. Washington, DC: SAGE Publications. Barnard, M. (2013). Graphic Design as Communication. New York: Routledge. Clark, N. (2015). Royal College of Art ‘in a State of Jeopardy’ as Staff Quit and Students Protest. Retrieved from G.A. & Zimmerman, E. (1997). Resources for Educating Artistically Talented Students. Bloomington: Syracuse University Press. Cazeaux, C. (2017). Art, Research, Philosophy. New York, NY: Taylor & Francis.Dawood, S. (2017). Why Are Fewer Students Taking on Art and Design at University? Retrieved from https://www.designweek.co.uk/issues/6-12-february-2017/why-are-less-students-taking-on-art-design-at-university/ Daniel, R. & Johnston, R. (2015). Becoming an Artist: Exploring the Motivations of Undergraduate Students at a Regional Australian University. Studies in Higher Education, 42(6), 1015-1032. Dubert, F. (2015). Injustice at Work. New York, NY: RoutledgeEmery, L. (Ed.). (2002). Teaching Art in a Postmodern World: Theories, Teacher Reflections and Interpretive Frameworks. Altona: Common Ground.Jensen, E. (2001). Arts with the Brain in Mind. Alexandria, VA: ASCD. Levitt, L., Wisdom, S. & Levitt, K. (2017). Cultural Awareness and Competency Development in Higher Education. Hershey, PA: IGI GlobalMcQuaid, R.W. & Lindsay, C. (2005). The Concept of Employability. Urban Studies, 42 (2), 197– 219. National Endowment for Arts. (2011). Artist Employment Projections through 2018. Retrieved from https://www.arts.gov/sites/default/files/103.pdf Nemko, M. (2015). Pursue an Artistic Career? Advice for You and Parents. Retrieved from https://www.psychologytoday.com/us/blog/how-do-life/201508/pursue-artistic-career-advice-you-and-parentsWagner, A. & Sherwin, R.K. (Eds.). (2013). Law, Culture and Visual Studies. New York: Springer Science & Business Media. https://www.independent.co.uk/news/uk/royal-college-of-art-in-a-state-of-jeopardy-as-staff-quit-and-students-protest-a6675941.html Clark,
Teachers play a crucial and multi-faceted role in promoting literacy across all subjects, not just in language arts. This role extends beyond traditional reading and writing skills to encompass a wide range of literacy types, including digital, informational, and subject-specific literacies. Here’s an overview of the key roles teachers play in literacy for all students in all subjects:
Facilitators of Skill Development: Teachers are responsible for developing students' basic literacy skills, including reading, writing, speaking, and listening. This is essential across all subjects, as these skills are the foundation for understanding and engaging with content in any area.
1. Analyzing the use of figurative language in WIDA language assessments 2. Exploring the role of syntax and sentence structure in WIDA writing prompts 3. Investigating the inclusion of literary devices in WIDA reading passages 4. Discussing the importance of vocabulary acquisition in WIDA language development 5. Examining the integration of cultural elements in WIDA language arts tasks 6. Evaluating the effectiveness of incorporating multimedia resources in WIDA language assessments 7. Comparing the language skills developed through WIDA assessments with traditional language arts instruction 8. Exploring the connection between WIDA language proficiency levels and academic achievement in language arts 9. Investigating the impact of language arts instruction on....
Standardized Testing Practices: A Pivotal Role in Academic Evaluation and Achievement
Standardized testing plays a crucial role in the evaluation and enhancement of academic achievement. It serves as a reliable and quantifiable measure of student knowledge and skills, facilitating comparisons across individuals, schools, and districts. Here are the key reasons why standardized testing practices are pivotal in academic evaluation and achievement:
1. Objective and Consistent Measurement:
Standardized tests are designed to be objective and consistent, ensuring that all students are evaluated using the same criteria. These tests are administered under standardized conditions, minimizing biases or variations that could impact student performance. This objectivity....
High-Yield Strategies: A Powerful Tool in Lesson Delivery
High-yield strategies are evidence-based teaching methods that maximize student learning and retention. These strategies prioritize the most important concepts and skills, ensuring that students focus on what matters most. By incorporating high-yield strategies into lessons, educators can significantly enhance the effectiveness of their instruction.
Types of High-Yield Strategies
Numerous high-yield strategies have been identified, each with its unique benefits. Some common examples include:
1. Spaced Repetition: Involves reviewing the same material at increasing intervals, which helps strengthen memory and prevents forgetting.
2. Interleaving: Alternating between different but related concepts, rather than teaching them in isolation, promotes deeper understanding....
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