Essay on Module 8 - My Personal Management Plan

* Listen to longer stories and answer questions about a storybook they have just read.

As the children engage in dramatic and imaginative play together, they are creating stories. These stories are then told to and transcribed by Paley (1990) and acted out on a pretend stage by the students in the class. Each student or storyteller in the eyes of Paley (1990), chooses classmates to perform the roles in his or her story, and each story is re-enacted at least once, if not multiple times. For example:

I teach fourth grade language arts where my main focus is to prepare my students to write a personal narrative for the Nebraska State Writing Test in January. Reading and writing are intertwined in my area of professional responsibility as I motivate my students to write a well-organized, creative personal narrative. As I have taught writing, I have found reading, writing, speaking, and listening go hand in hand when composing a personal narrative (Bruning, 2011, p. 299).

Children’s pragmatic knowledge of written language is evident in the different ways they use language when telling a story and when they are dictating a story for someone to write down. The told stories are generally characterized by a conversational tone and voice-continuant intonation between sentences. Children’s competencies in dictating stories or narratives are another component of pragmatic knowledge. Dictated stories provide children with an opportunity to use language to share personally important events and experiences. Experiences in dictating stories have also been associated with children’s increasing awareness of the conventions of print (directionality, word spacing, punctuation, and letter-sound connections). When story dictation is followed by experiences in

- is to encourage children we are all equal and the same. This is reading and learning about the different cultures in the world, including listening to different music where you can act, sing and dance along, reading different books in different languages, drawing pictures, playing different games and playing dress up with wearing different costumes from different cultures.

Irrespective of the way in which it is done, storytelling is, an art (Nikolajeva & Scott, 2013). A fruitful and entertaining children’s picture-book is not as easy to write as it is writing for adults. There is much to be considered when writing a children’s picture book: plot, word choice, tone, character, theme, setting, and style (Nikolajeva & Scott, 2013). The unique nature of picture-books as a form of art is founded on the integration of two ranks of communication: the verbal and the visual. Picture-books have such features as a story line presented briefly and in a straightforward manner. The few (limited) concepts included should be understood by children, the text should be written in an honest and direct way, and illustrations should

Culturally responsive teaching would appear to offer less benefit in literacy curriculum focused on the raw learning of the lower level skills, where personal meaning making is not a goal. She goes on to talk about how students of diverse backgrounds generally do not understand the long-term benefits of doing well in school. The reason for this is that these benefits often have not been illustrated in the history of their own families and In this situation the students are not likely to comply with teachers requests because they want to be seen as good students or because they want good grades. Instead, they need specific and immediate reasons that make sense to them to engage in academic tasks. Literacy learning in school must be an rewarding experience, in and of itself. Participation in talk story-like reading lessons as an example of a rewarding experience with school literacy for the Hawaiian

Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).

Today’s classroom is very diverse and the activities should represent the classroom culture. The development of children is centered on what is taught in the classroom. Therefore, the language, intellectual, personality, social and moral, and aesthetic and creative development of preschool age children should be enhanced through multicultural activities and lessons.

Children were able to learn important life lessons and improve their communication skills by retelling the folk story or creating their

A tutor can also be very helpful to its students when it comes to overcoming those language obstacles. By judging of the state of its student, a tutor has the freedom to choose which of the above mentioned suggestions will be used during the overcoming process. Although there may not be a classroom of students to whom the tutor is teaching, the one-on-one environment allows a greater sense of intimacy and a safer atmosphere (Leigh, 2009).

Currently, ECA has reduced the IT staff due to an overall corporate restructuring. With a reduction in staff, Energy Corporation could use Rapid Application Development to build and deploy applications quickly without the technical expertise needed for traditional programming and development. If applications can be created with little effort and provide the business users and IT staff with the capabilities to make changes with just as little effort, then Energy Corporation of America can continue to keep a reduced size IT staff as well as reduced business user staff. The applications being built could still provide value to the company without a long development time. Energy Corporation of America would not need to hire new, experienced programmers that require higher salaries, instead they could hire few employees and train them on the development application software quickly and let them begin to use the software themselves. This in turn could also help with some of the miscommunication between the IT department and the business user. Better collaboration between IT and business users could be gained by adopting and utilizing a low-code development platform. Application developers can quickly build and deploy applications to allow for feedback for the business users. With quick feedback, changes can be made and functional application can be redeployed.

When reflecting on observation three, Thomas was noted as showing great delight while interacting and talking about the pictures in the book. Isbell et al (2004) discusses the importance of not only story reading but also story telling whereby the child is able to interact with the text through repeated refrains and rhythmic words. This is noted within observation three as being facilitated by a small guided reading group which is using traditional stories with repeated refrains to help to engagement of the child. Pollard-Durodola et al (2011) highlight the important of interactive reading with regards to the acquisition of language through ‘scaffolding’, as discussed in Observation One, to enhance the analysis and understanding of the word/story. Furthermore Colmar (2014) examines how the disposition of the child for impulsive interaction through small reading groups enables better quality of the retelling skills. However, Crozier & Perkins (2002) discuss how the negativity of shyness with regards to structured situations, hinders verbal behaviour. This was

The class responded in a synchronized and cheery “Yes! We are ready”. Mr. T sat down and picked up his hexagonal jar prestigiously; my heart skipped a beat as he pulled my name out of the jar and I lit up with joy inside and out. As story time began. Mr. T soon had all of our attention as we became enthralled by where our imagination took us through his words. Prior to story time tensions were high as the second grade arguments of simplistic disagreements were brewing. This story time would tie into our classroom and begin to alleviate our irritation among each other. It would shed light among our minds and make us reevaluate how we treat each other.

2.2.3 TOTAL PHYSICAL RESPONSE (TPR) Total physical response (TPR) is a language teaching method developed by James Asher, a professor emeritus of psychology at San José State University. It is based on the coordination of language and physical movement. In TPR, instructors give commands to students in the target language, and students respond with whole-body actions. The method is an example of the comprehension approach to language teaching. The listening and responding (with actions) serves two purposes: It is a means of quickly recognizing meaning in the language being learned, and a means of passively learning the structure of the language itself. Grammar is not taught explicitly, but can be learned from the language input. TPR is a valuable way to learn vocabulary, especially idiomatic terms, e.g., phrasal verbs.James Asher developed the total physical response method as a result of his observation of the language development of young children. Asher saw that most of the interactions that young children experience with parents or other adults combine both verbal and physical aspects. This creates a positive feedback loop between the parent’ speech and the child’s actions. Asher also observed that young children typically spend a long time listening to language before ever attempting to speak, and that they can understand and react to utterances that are much more complex than those they can produce themselves. From his experiences, Asher outlined three main hypotheses