Everett, S., & Moyer, R. (2007). “Inquirize” Your Teaching. Science and Children, 44(7), 54-57.
Vincent, D., Cassel, D., & Milligan, J. (2008). Will it Float? Science and Children, 45(6), 36-39.
After you have completed the readings, include the following in a single discussion post:
Write a brief (one paragraph) summary for each reading.
Chooseoneof the following reflective prompts and respond.
Everett and Moyer (2007) describe how not all hands-on activities are inquiry activities. Further, they explain how a teacher can use the 5E instructional model to “inquirize” instruction. Think of a hands-on science activity that you have either seen or experienced. Briefly describe that activity and then describe how it could be “inquirized” using the 5E model.
The “Will it Float” activity is grounded in the science concept ofdensity. What concepts might students already know going into this activity? What conceptual understanding of density would they develop as a result of this 5E activity? Which of the 5E stages explained in this article seems the most important for student learning? Explain your reasoning.
00SKSK2023-06-09 05:46:252023-06-09 05:46:25The "Will it Float" activity is grounded in the science concept of density.
The most effective strategies, approaches, and methods for teaching ELLs are supported by language acquisition theories. English language acquisition can be promoted by understanding language as an interconnected system and by integrating the discourse and rhetorical structures of ELLs within instruction.
For this assignment, you will devise a language game or communication activity informed by language acquisition theory that integrates listening, speaking, reading, and writing for a grade level within grades K-3.
For your chosen grade level, select a content standard from the Arizona Academic Standards and a corresponding standard from the Arizona English Language Proficiency (ELP) to be aligned with the game or activity. Create at least one learning objective for your game or activity that is aligned with your chosen academic and ELP standards.
Within a 500-750 word submission, include the following:
The ELA and ELP standards as well as the learning objective(s) to be addressed within your game or activity
An explanation of the game or activity and how it would be carried out in an educational setting
A list of the materials needed for your game or activity
A brief description of at least one language acquisition theory and how it informed the design of your game or activity
A brief definition of phonetics, phonology, morphology, lexicon, semantics, syntax, and pragmatics. Additionally, include a description of how each of these elements relate to the verbal and written exercises within your game or activity.
Support your submission with at least three scholarly resources.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
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. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.
00SKSK2023-06-09 05:45:162023-06-09 05:45:41Language Elements
Directions: Be sure to make an electronic copy of your answer before submitting it to Ashworth College for grading. Unless otherwise stated, answer in complete sentences, and be sure to use correct English spelling and grammar. Sources must be cited in APA format. Your response should be four (4) pages in length; refer to the “Assignment Format” page for specific format requirements.
Discuss the key features of a teacher’s role as model, provider, and facilitator in promoting language learning and literacy. Be specific in discussing practical ways that each role is shown.
00SKSK2023-06-09 05:44:552023-06-09 05:45:21E13 Early Childhood Literacy Assignment 4
Attached is the chart that needs to be filled out for Module 2 only (pink section) and 2 chapters. Listed below are the websites to be use for this assignment; the websites and the chapters, will make up the reference list.
This website is where you will find other finds for this assignment:
Heinemann | Publisher of professional resources and provider of educational services for teachers
Click – view my online resources, videos and ebooks
Click the first resource; watch videos .1 thru .8
Thanks
Name Date October 14, 2021
See specific directions in the module. You are expected to include APA citations, for every vocabulary term (sources should be derived from each module content). While you may have previous knowledge of some of the words and learning activities, it is necessary for you to verify your understanding of the concepts by utilizing the resources presented in each module. https://www.citationmachine.net/apa . Create a reference list at the end of this document.
Concept
Explained (in your own words, NOT a definition)
Example(s)
Name of mandatory source, date, and page/ paragraph #
Effective Phonics Lesson
(Module1)
Phonics instruction is most effective when we start in kindergarten or first grade. To be effective, systematic instruction needs to be designed appropriately and taught sequentially. Teaching letter shapes and names, phonemic awareness, and all major letter-sound relationships should be included in the instruction, ensuring all children learn these skills.
Instruction on phonemes: Teacher says- “What word would you have if you blend the sounds /h/ /a/ /t/?”
Student says- “/hat/”
(Tankersky, 2003, p.133-134)
List this reference at the bottom of the document.
1.
Phonemic Awareness
(Module1)
The phonemic applications of listening to words. They facilitate understanding of different languages.
Phonemes like /p/ and /puh/ can create confusion as only /p/ should be used
(NEFEC, 2011; RRFTS, 2017)
2.
Phonological Awareness
(Module1)
The phonological applications allow different levels of pronunciation
/z/ for zebra
(Reads, 2016)
3.
Phoneme
(Module1)
Allows distinguishing of different words for better identification
Different letters offer diverse spelling
(Reading Rockets, 2004)
4.
Alliteration
(Module1)
Same letter present in the beginning of words
/p/
Picket
pocket
(Reading Rockets, 2010)
5.
Rhyme
(Module1)
Similarity when pronouncing different words
/ighy/
Night
bright
(Cowen, 2016)
6.
Onset-Rime
(Module1)
Provides an initial phonological unit
/d/
dog
(Reads, 2016)
7.
Phoneme Blending & Segmenting
(Module1)
Different connections among words offer word blocks
/d/-/o/-/g/
(Reading Rockets, 2010)
8.
Phoneme Deletion & Manipulation
(Module1)
Removal of phonemes can create new words
/c/
Cat remove /c/
at
(Cowen, 2016)
9.
Syllables
(Module1)
Formation of vowels for word construction
Ro/bot
(Reads, 2016)
10.
Phonemes vs. grapheme
(Module 2)
11.
Single consonants
(Module 2)
12.
Consonant digraphs
(Module 2)
13.
Consonant blends/clusters
(Module 2)
14.
Vowels: Short
(Module 2)
15.
Vowels: Long
(Module 2)
16.
Vowels: Diphthongs
(Module 2)
17.
Vowels: R-controlled
(Module 2)
18.
Morphemes
(Module 2)
19.
Regular vs. Irregular word reading
(Module 2)
20.
Letter-sound correspondence
(Module 2)
21.
Decoding vs Sight-word reading
(Module 2)
22.
Alphabetic Principle
(Module 2)
23.
Phonological recoding
(Module 2)
24.
Alphabetic Awareness
(Module 2)
25.
Alphabetic Understanding
(Module 2)
26.
Miscue Analysis
(Module 2)
27.
Transfer and Overlearning
(Module 3)
28.
Systematic and explicit instruction
(Module 3)
29.
Scope and sequence
(Module 3)
30.
Print referencing
(Module 3)
31.
Interactive writing
(Module 3)
32.
Word prompting
(Module 3)
33.
Book Walk
(Module 4)
34.
Letter-Sound Knowledge
(Module 4)
35.
Letter Bank
(Module 4)
36.
Predictable Text
(Module 4)
37.
Alphabet Strip
(Module 4)
38.
Phases of Alphabetic Knowledge: Prealphabetic
(Module 5)
39.
Phases of Alphabetic Knowledge: Partial Alphabetic
(Module 5)
40.
Phases of Alphabetic Knowledge: Full Alphabetic
(Module 5)
41.
Phases of Alphabetic Knowledge: Consolidated Alphabetic
(Module 5)
42.
High-Frequency words
(Module 5)
43.
Sight Words
(Module 5)
44.
Short Vowel Word Families
(Module 5)
45.
Dolch Words
(Module 5)
46.
Word Sorting
(Module 5)
47.
Elkonin boxes
(Module 5)
48.
Vowel Flexing
(Module 5)
49.
Two Vowels Go Walking
(Module 5)
50.
Distributed Practice
(Module 5)
51.
Vowel Teams
(Module 5)
List your references, double spaced, in alphabetical order, using APA formatting. See website for how to cite correctly. https://writingcenter.uagc.edu/format-your-reference-list
References (alphabetized, APA)
Cowen, C. D. (2016). What is Structured Literacy? https://dyslexiaida.org/what-is-structured-literacy/
