Elements of Literacy Instruction TPI 2.1.1.1, 2.1.1.2, 2.1.1.6, 2.1.1.9, 2.1.1.10: Oral language development,
phonological processing, phonemic awareness, phonics instruction, spelling, grammar/syntax, ELL, learning
differences, dyslexia, learning disabilities, social/emotional learning needs.
The pre-service teacher candidate will research and collect periodicals regarding theories related to the effect
of culture language learning, multisensory instructional strategies, learning differences including dyslexia,
ELLs, students with other learning needs and student achievement for ELLs from diverse backgrounds. After
reviewing the periodicals, the teacher candidate will work collaboratively to create a presentation that includes
the following concepts:
Understand and apply knowledge about the effects of racism, stereotyping, and discrimination in teaching and
learning of ELLs from diverse backgrounds and at varying English Proficiency levels.
Identify similarities and differences between English and other languages reflected in the ELL student
population including oral language development, phonological processing, phonemic awareness, phonics
instruction, spelling, and grammar/syntax.
Demonstrate understanding of current and past theories and research in second language acquisition and
bilingualism as applied to ELLs from diverse backgrounds and at varying English proficiency levels.
Determine characteristics of bilingualism.
Demonstrate awareness of current research relevant to best practices in second language and literacy
instruction.
Demonstrate knowledge of the evolution of laws and policy in the ESL profession, including program models
for ELL instruction.
Select and adapt a variety of materials and other resources including L1 resources, appropriate to ELLs’
developing English language and literacy including multisensory instructional strategies.
Select a variety of resources to obtain information about the cultural background and experiences of ELLs and
their families to guide curriculum development and instruction.
Identify the major theories of first and second language acquisition that inform classroom practices.
Identify and compare first and second language acquisition processes that affect student learning.
Use research-based models of instruction including bilingual, sheltered, and/or inclusion.
Determine factors that influence the development of bilingualism.
Identify how ELLs’ use of home language serves as a foundation for learning English.
Determine factors that affect ELLs’ learning of English, including psychological, social, cultural, and political
factors.
Distinguish characteristics of social language (e.g., basic interpersonal communication skills [BICS]) and
academic language (e.g., cognitive academic language proficiency [CALP]).
Identify past and present approaches to ESOL instruction (e.g., grammar-translation, audio-lingual,
Communicative Language Teaching, Natural Approach, TPR, CALLA, SIOP).
Identify major researchers and how their contributions have affected the field of second language teaching and
learning.
Apply technological resources (e.g., Internet, software, computers, related media) to enhance language and
content area instruction for ELLs at varying English proficiency levels.
Identify the district, state, and federal requirements for identification, reclassification, and exit of ELLs from
ESOL programs.
Understand and implement district, state and federal requirements for identification, and exit of ELLs from
language support programs, including requirements of the LULAC Consent Decree.
Interpret assessment data from multiple sources to guide instruction for ELLs at varying English proficiency
levels.
Identify effective ways to communicate with stakeholders (e.g., primary caregivers, school and district staff,
community members) about assessment outcomes that guide policy and instructional practice.
Identify 2-3 strategies including multisensory instructional strategies related to learning differences including
dyslexia, ELLs and students with other learning needs and how they can potentially positively impact student
achievement.
Compelling correspondence is essential to the achievement all things considered but since of the changing idea of the present working environments, successful correspondence turns out to be more troublesome, and because of the numerous impediments that will permit beneficiaries to acknowledge the plan of the sender It is restricted. Misguided judgments.In spite of the fact that correspondence inside the association is rarely completely open, numerous straightforward arrangements can be executed to advance the effect of these hindrances.
Concerning specific contextual analysis, two significant correspondence standards, correspondence channel determination and commotion are self-evident. This course presents the standards of correspondence, the act of general correspondence, and different speculations to all the more likely comprehend the correspondence exchanges experienced in regular daily existence. The standards and practices that you learn in this course give the premise to additionally learning and correspondence.
This course starts with an outline of the correspondence cycle, the method of reasoning and hypothesis. In resulting modules of the course, we will look at explicit use of relational connections in close to home and expert life. These incorporate relational correspondence, bunch correspondence and dynamic, authoritative correspondence in the work environment or relational correspondence. Rule of Business Communication In request to make correspondence viable, it is important to follow a few rules and standards. Seven of them are fundamental and applicable, and these are clear, finished, brief, obliging, right, thought to be, concrete. These standards are frequently called 7C for business correspondence. The subtleties of these correspondence standards are examined underneath: Politeness Principle: When conveying, we should build up a cordial relationship with every individual who sends data to us.
To be inviting and polite is indistinguishable, and politeness requires an insightful and amicable activity against others. Axioms are notable that gracious “pay of graciousness is the main thing to win everything”. Correspondence staff ought to consistently remember this. The accompanying standards may assist with improving courtesy:Preliminary considering correspondence with family All glad families have the mystery of progress. This achievement originates from a strong establishment of closeness and closeness. Indeed, through private correspondence these cozy family connections become all the more intently. Correspondence is the foundation of different affiliations, building solid partners of obedient devotion, improving family way of life, and assisting with accomplishing satisfaction (Gosche, p. 1). In any case, so as to keep up an amicable relationship, a few families experienced tumultuous encounters. Correspondence in the family is an intricate and alluring marvel. Correspondence between families isn’t restricted to single messages between families or verbal correspondence.
It is a unique cycle that oversees force, closeness and limits, cohesiveness and flexibility of route frameworks, and makes pictures, topics, stories, ceremonies, rules, jobs, making implications, making a feeling of family life An intelligent cycle that makes a model. This model has passed ages. Notwithstanding the view as a family and family automatic framework, one of the greatest exploration establishments in between family correspondence centers around a family correspondence model. Family correspondence model (FCP) hypothesis clarifies why families impart in their own specific manner dependent on one another ‘s psychological direction. Early FCP research established in media research is keen on how families handle broad communications data. Family correspondence was perceived as an exceptional scholastic exploration field by the National Communications Association in 1989. Family correspondence researchers were at first impacted by family research, social brain science, and relational hypothesis, before long built up the hypothesis and began research in a family framework zeroed in on a significant job. Until 2001, the primary issue of the Family Communication Research Journal, Family Communication Magazine, was given. Family correspondence is more than the field of correspondence analysts in the family. Examination on family correspondence is normally done by individuals in brain science, humanism, and family research, to give some examples models. However, as the popular family correspondence researcher Leslie Baxter stated, it is the focal point of this intelligent semantic creation measure making the grant of family correspondence special. In the field of in-home correspondence, correspondence is normally not founded on autonomous messages from one sender to one beneficiary, yet dependent on the dynamic interdependency of data shared among families It is conceptualized. The focal point of this methodology is on the shared trait of semantic development inside family frameworks. As such, producing doesn’t happen in vacuum, however it happens in a wide scope of ages and social exchange.
Standards are rules end up being followed when performing work to agree to a given objective. Hierarchical achievement relies significantly upon compelling correspondence. So as to successfully impart, it is important to follow a few standards and rules. Coming up next are rules to guarantee powerful correspondence: clearness: lucidity of data is a significant guideline of correspondence. For beneficiaries to know the message plainly, the messages ought to be sorted out in a basic language. To guarantee that beneficiaries can without much of a stretch comprehend the importance of the message, the sender needs to impart unmistakably and unhesitatingly so the beneficiary can plainly and unquestionably comprehend the data.>
