A critical part of teacher preparation is observing and learning from proficient teachers. Veteran teachers supply teacher candidates with knowledge, skills and wisdom that they have developed over years of honing their craft.Allocate at least 5 hours in the field to support this field experience.Observe at least one PreK-3 classroom with ELLs. Focus your observations on the strategies utilized to develop reading, writing, and grammar. Collaboratively discuss with your mentor teacher how to differentiate instruction and assessment and how the cultural values and beliefs of ELLs could be integrated into teaching.Use any remaining field experience hours to assist the mentor teacher in providing instruction and support to the class.Write a 250-500 word reflection regarding your observations. Your reflection should include an example of the effective use of a strategy within each of the following domains in the preschool classroom:ReadingWritingGrammarHow could these strategies be differentiated to accommodate ELLs at various levels of English language proficiency?APA format is not required, but solid academic writing is expected.This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.Document the locations and hours you spend in the field on your Clinical Field Experience Verification Form.Submit the Clinical Field Experience Verification Form to LoudCloud in the last topic. Directions for submitting can be found on the College of Education site in the Student Success Center.References: Read Chapters 9-13, 27, 32, 42. URL: http://gcumedia.com/digital-resources/pearson/2015…Read “Cross-Language Similarity Modulates Effectiveness of Second Language Grammar Instruction,” by Tolentino and Tokowicz, from Language Learning (2014). URL: https://lopes.idm.oclc.org/login?url=http://search…Read “Connecting Grammar to Meaning for Children Learning English as a Foreign Language,” by Akcan, from Young Children (2014). URL: https://lopes.idm.oclc.org/login?url=http://search…
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Week 1 Self AssessmentThis reflective assessment gives you the opportunity to look backward, forward, and inward as you think through your personal history with writing and reading, both in school and out of of school. Select from among the prompts you see below to generate this first document for your final ePortfolio. Requirements: 300 words minimum, multimodalGuiding Prompts: You do not need to address all of the following prompts and questions, select those you find useful. -Your Writing Process: Describe the central strategies of your writing process. When and how did you learn them? How have they changed over time and what experiences have been most influential to you? How do you expect to use them in WR39C? Explain and use examples.-You and UCI: How have your experiences in your writing classes at UCI influenced your personal history as a writer in academic contexts? Has the WR39 series of courses influenced your ability to make effective choices about how to approach writing assignments in other classes? Assignmentssuch as lab reports, business memos, blue book exams, short response papers, and any other examples of writing you have been assigned in here at UCI? In other words, have you applied what you learned in the WR 39 series to writing assignments in other classes? Have other classes and assignments influenced your writing process; if so, which ones?Please explain using specific examples. -Your Writing Outside of School: Has the WR39 series of courses influenced the strategies you use when you write or communicate outside of school, perhaps in your communities or in your extra-curricular activities? Are you using the same strategies in different contexts as you consider the demands of different situations, both in school and out? If so, please explain why, and give examples.
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