EAL 312 Final Reflection (1)
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School
National Louis University *
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Course
312
Subject
Linguistics
Date
Feb 20, 2024
Type
pptx
Pages
6
Uploaded by AmbassadorDoveMaster60
Lorena Soto EAL 312
Final Relection
Personal Reflection This term, there were many things I learned. One main thing I learned was being able to share different resources in children’s Native languages. Language plays a big part in education. I remembered that we must help students build bridges between the native language and learning language.
The one assignment that I enjoyed doing was assignment 6, word formation. I learned more about the different word formations and the different activities that can be used for ELL and all students. It helped me clear up some things I did not understand as a child. One takeaway from Observing is that anything can be a teachable moment. Children have such a curiosity for things around them. it is excellent to use your environment as a classroom.
Field/ Classroom Overview
The class I was observing has 18 preschoolers who range from 3,4,5. The class is from noon to three P.m. The preschool class is broken into two-time slots. The Pm is the Spanish Class. All of the students in the class speak or understand Spanish. The course is 80 percent in Spanish and about 30 percent in English exposure. The students are learning the alphabet, letter sounds, numbers, and shapes in Spanish. Almost all of the children are Hispanic.
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Milestone 2: Growth •
Follow along with your finger with reading. ⚬ To help the child follow along, I have their book to follow along while I do the reading. ⚬ Give time for students to ask questions about the picture before continuing to read and giving the student ques for when it is time to read and when we are able to explore the images. Strengths: •
The student could hold the book correctly and flip through the pages.
•
Students were able to answer some questions during the read-aloud.
Lesson Plan Summary: Implementation Through various activities, students will work on retelling stories and placing the stories in sequence. Startegies: •
Provide comments relevant to the context.
•
With the teacher's assistant, ask and answer questions about books read aloud
•
With teacher's assistant, retell familiar stories with three or more key events
•
With the teacher's assistant, discuss book illustrations and make personal connections to the pictures and story. •
With teacher assistance, use a combination of drawing, diction, or writing to express •
Using a video read-aloud was a big hit in the preschool classroom. The animation read-
aloud of the Very Hungry Caterpillar captured the students to stay focused. •
If I were to change anything or do it again. I would limit my time when I read aloud. As I read the book, the students would answer questions or share their experiences. Some students will have a lot to say, and we will spend much time discussing one thing and lose the other students' focus. Next time, I would add some time to make sure we can share, but we have limited time. Milestone 3
Final Thoughts Overall, this course helped me learn strategies to help ELLs and all students know that language is a critical learning thing. Assisting students in building the bridge between languages is the way to help them enhance their skills. This course provided research-based data the provided evidence of how the importance of bridging the two languages.
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