Describe The Central Focus For The Learning Segment Essay

6.EE.B.5 Understand an equation or inequality as a process of answering a question: which values from a specified set, if any, make the equation or inequality true. Use substitution to determine whether a given number in a specified set makes an equation or inequality true.

- This standard ensures that teachers understand the need to focus learning around content-based education and comprehend spoken and verbal english for educational and social purposes. It also ensures that teachers understand the need for standard based teaching in ESOL classrooms. It also presses the importance standard based reading materials for different level ESOL students in an effort to build on their written and spoken english. This standard also ensures that teachers understand the need for ESOL students to be exposed to different types of writing activities in the classroom as well as the need for technological assistance in the classroom. Finally it ensures that teachers provide the necessary instruction to help the ESOL student’s communication and vocabulary

A) A true understanding of meaning requires extensive knowledge of a topic beyond what is in the words, sentences, and paragraphs.

1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. (3.RL.1)

The learning perspective what is it? This is the study of how exactly a person is effected through what they learn on a daily basis. Through family, their surroundings and behavior. The people who believe this line of thinking are called behaviorists. Many people look at the learning perspective in a suspiciouse manner not believeing or trusting any of the experiments. But there are many contributions and many limitations of the learning perspective.

2. Students will use a vocabulary meaning by translate the word on circle chart which is number order.

The first literacy unit EDC131 Language and Literacy for teachers, opened a greater way of thinking about language for me. It diversified my thinking, and the the way I looked at literacy by introducing multiliteracies, englishes, culture, and language development. In chapter one of the current text we take another look at the developmental process which is important to understand as a guide to assist teachers on students level of development. This guide is useful when assesing children and understanding a child's individual development. As a preservice teacher I have learnt the importance of considering all potential factors that may affect this development, during the first unit. Within chapter two, it refers again to these potential factors

In several cases, students in elementary schools are taught how to use mathematics formulas without fully understanding the meaning behind those formulas and are baffled with applying them to real-world problems. Some students also experience difficulties in reading and interpreting mathematical word problems. In the article, “Restoring Order to Permutations Combinations” authors Patrick M. Kimani, Renamarie T. Gibbs, and Sarah M. Anderson provide readers with their own experiences in teaching students how to apply their own meanings to certain mathematical standards.

Today we discussed the different ways we know numbers can be represented. Some great ideas were shared such as using drawings, people, numerals, objects and words. We then read a story called None the Number and recorded all the number words we could find. With our learning partners, we explored a circuit of physical activities and had a go at reading number words on the signs. Bouncing the ball ten times was a fun

The standards and learning objective within the learning segment promotes children’s active and multimodal learning. The children are able to practice their writing skills through activities. The children’s language and literacy developed will be developing through the learning segments because the teacher will introduce characters and settings and vocabulary words that will help make character and setting easier. In the third lesson, students have to do a picture/ writing prompt. They will have to write sentences and then draw a picture the represents and describes the picture. Students will be practicing their motor skills through drawing and writing. Visual concept was helpful because it helped them be able to write sentence starters. Students

One of the classes which I observed was a first/second grade spilt classroom. For mathematics they separated all the first grader (ESL, SPED, and mainstream) into one classes which consisted of 10 students. First the teacher linked the vocabulary she had written on the board about graphing to prior knowledge they had been learning by asking questions. The students responded by raising their hands. The new vocabulary word she introduced to the class was compare. Since the majority of the students were wearing red for a drug awareness campaign she had the student compare the number of students wearing read to the number who were not wearing red. Initially she had all those who had red on stand up and form a line. Then those who were not

A strong correlation is found between being able to identify place value and being able to round a number. If a student was unable to identify place values on Part 1, they were more likely to not be able to round correctly on Part 2. A clear foundation of place value is missing for these incoming 7th grade students. Also, while a majority of students were confident in telling me what rounding was in the questionnaire, the pre-assessment made it obvious that they were not able to perform the skill. This tells me that only a surface level understanding of rounding has been formed. Not surprising, the one student who achieved the level of “Proficient” was the only student who explained what the rounding saying actually meant for them to

If my students are cognitively low in matching number symbols then I would start from matching pictures of common objects like match two identical pictures of candy. Once they learn to match identical pictures then I introduce number symbols to practice matching

Mrs. Thomas pulled an assignment Know as, “Due Now” for a student to pass out to the entire class. The first assignment given to the students required them to recall the past lesson learn. The Due Now assignment reinforce the past lesson to help the student retain and recall the lesson learned. Mrs. Thomas give the children thirty minutes to complete the assignment and those that had not will complete later. Next she introduced the “Reading time on the carpet. The book of the day was< “Sherman Crunchy”. The reading is to promote the student to engage in the listening, recall, comprehension, and incorporate new words. The student were asked question throughout the residing and required to respond

Nazir has kindly volunteered for this piece of work. He is a native of Syria who was born in the capital Damascus. His mother tongue is Arabic and he is studying English at South Thames College on the Upper Intermediate level. He currently performs in the top half of the class according to his own assessment with which I tend to concur.