‘Nam Delaney Manonety Big Idea of the Chapter content — synthesis paragraph: Language 4 ovmanon srars we Ane entering Kindergarted they will have a tepiie oF Sinw, orgamzingy eraoerannn ond monmnng we aL Steaveges TY nere dniare oi oreay Yearning. Mea cognition Pecors wnen me srudenss are qiwure of Their own lar ing Wnd wmplemem 3, Momaye iearning ctr . Teachers pray a role In deveraping [oo skivie 4 areqes, 4 hanced SO Interact on eM COMING devel: - Leann CTAPDUGN THESE NT EFACHOOS Trroggn SPMIENy, won ere and AACHeFS, StOdEME VEAKH THING S they Would anevy ou. Children (edTN best rent, Where They Seek anon), Teachers © GeL rodents 4 me chiidven, STANON With pers mY Nave on ther zone oF « rd Proximal deve hp- QVidance tM Peers ora reathe rr (¢ kp Con provide SCaWOHIS OS A SoCaT Inver ty oNawsor- Woveing I THMY OME oF prommnar Deve ern ned j mens, sour CUEING systems Orme prone logical, Othe syMrachc, Oerg Semannc, and @ the pragmaric sysiem 1S "nos tanguage ve Orgamzed Phone Oil 1S the —sMInd SYEM Wein ApproKiMalely 4q sends CaNed phonemes, tne symlactie 1S the steuctvral System, wo Lads ae combined wD sentemes. tne Semantic, 1S ine meonin Suse TGF FOCUSES oA VOCauIaVY ond {inally. tre pragmat'© Syst{m FOCUS on Social aA cultural uses S. teachers use cueing Systems wa academic langvage ty Acacn language aS; that deers trom social lanqeage . The ideas are more CompPUCatcd” the vo (abut OMG ANGE [SE borcal ics USing cueing SYSVEMS qrews acadedie Languade ‘and . challenges VEarnerswo ® community ot 1eoMers 1S an environment That *aChers set where Stodenis AE CAG Fo YUEN ANG PAITICIPATE IM languade ats ¢ GEIIHES There IS colldiovranon and. purpose bH student are tcacacr “Were . fee) empowered ine Naso ee Dy ee aamocphere is ceeared. Shaenis f navmg OAMENSHIP Wer anti tearing 4 acnons sed sens ate doi) and Supported Wy the Acother € yoded Fronine strateqes deer from conventiond\ \earning srrateqes. Online sieategres incivde navigating , COauthorina, evaluating and symmesizing. Ws IMPOTAANT AkganerS dU CANE STWGEATS oK bh OW FO USE ontINE Fesources etfe Chery B. Students ACVELO® CoOMmunicanve LOMPEIMNCE the oxpilichy to Use JangUage ApPOPrinshly oti SOCLAIY and ACAdEMLCOUIYP ey Aising the sw language arts, acquiring new s¥IlS that Gre Strateqre and petty ther Enowledde loaséEDU 512 Tompkins Questions for Chapter _2- Name: Delaney Mahoney Date |- 20-19 Big Idea of the Chapter content - synthesis paragraph: Teaching language aris requires awarrety oF siraieges the peace Ca INTPIEMENT. In order TO eMC Te gx« langvagqe arts, WAHEKS UAINZe thE COVK PAHTFMS oF PFACTICL, WAC WNCLOGk UteFATHe OCU, CICS, reading 4 wrinng and qnemarye vats, Didterent APPrmacMneS surw AS MinyLessens, Scotolding, and dIfferenHaTem Help to EMsuTe Learning ts occuring ter al SMAENTS. Engish earners and srregquing readers need adaptations and inter ventions, THE state svandGrds are implemented te make sy re students are receving Q quality educahon. Assesment of srqdard& ave either qusmenne ov Wow? mgn Cakes tests. Answer Questions Below: (no need to restate the question)“ 1.The four ways In wien teachers involve StUdEeMS 19 Vanquage learning are ane patierns of practice; Werature TOCUs UANS, \Wrerature circies, reading 2 writing WorkShops, And thematic units, NO Single practice 1S best. What realy helps Is te Utilize all % oc ane PANLEMS oF eractice. 1. Teqchers use minilessons ® focus OF language arr s procedures: Strategies, ANd SKIS for He unit | SElECTON. he MINIESSHA by IMWODNONG ANE ope and COMMEMION Fe Class lesson shoring exampl 5 OC SALENT WMG, Providing into emastien and meae\ J how * used, SEPEeMsiAg pramce o¢ Pariner or SMAN grove, And Accessing eAarMina to mo niter pro} and ater, 2 . ares D.Teacners integrate IANGUAGE arts and themarre units by using language GS SKINS TO Investigate, SOWR problems, And leave. Ounng the tnemaNe onve the langvage arts SEINS GR derwed and UnWted (rom ane Coniens dvr) ny 4A Teacners use Scatfolding depending on ane needs vf ine SHUdENN. TeacMers GHire {ive IeVeIS Moving (rom more Support re Independent Level one modeled ievel, Shareditevet, INDE FA CIN level, quided tevel, and Indepeny reve, CONSIST OF Ane VOrioys ScaMads. TeACHers model, draw, or demoncacare tor beqinmag StdeniS, help read but allow swdenic ro ow, veqd awives Gnd Encovrage Co tyawrF AO, cyeare small groops, and WEMAVAIY leqd tne Student re independent success,S Teachers diterentiate Instruction in order to Shake up the Classroom experience and qe diferent learnwg options, Tuking nto Student learning diecevences , teachers can Provide Chowees, Small groves, Centers, the six langrcge arts, and pIoyectS avcerentiatre. Ww. TRE common core state Standards ar¢ documents me nation pvt INTE Place *P KNsLre That all erudents nad acess TO HIQN quality education, whith would prepare yrem OF careers and coreae. The lang vad ayt+sS comme core sxandardS revowe arwuind = reading, sOriting , WStening 4, speo#ing, and language: } Tre assessment ~ INSTTUCH ON Cycle 1S Wren teachers plan for INSTEON based on park ground ENOvIedg and Suelo goals, Monitors progress of students and modiwy aS necded, and (nally evaluating dcneiwements Oe ME SFLGENTS +e gererMine grades. BD@awhennc ciassrsom assessments give tHE wncie prcTore oe stedent Knowieda? ands gone s Where High stakes {ests judge StUdtNIS PerFOFMANCe Againsy oNer y rade yevue\ cxanaards 7% ensure GdENAG Ace MeEE|ting she yene\s of orner grade VENel sroden ssEDU 512 Tompkins Questions for Chapter Name: Delaney Manoney pate | 30-19 Big Idea of the Chapter content — synthesis paragraph: Children ealhy starr jeorming Weracy eany on at nome. They woatlh their environmend, their parents , WooKs C4c to gain insight qoous Weracy. when Chudren enter Yandergarten are presented WH MAeAGd TW MMCKEASE Ard grad Wieracy SEITIs, Seeaerng, and uuritiing (especially). Tey Work ON PhoNEMic ausdreness, PHEMICS ANd tHe ARHALENC princi pre: wy language GEYeOPMYNT Sred4nts wor on dnsetS and times. ee Mere Through INSTUCT oh, mode ling , Gn gam: u AN COOKS, FOYS, comMPLAEKS, Internet ard NdM Games to 4each \ireracy., A widtly used Strategy 1s Feaging, TeAChEYS use snared VEGHNG, Predictasre lors¥S and bg beck S TH WOK Om language ats " SONGS. Answer Questions Below (a0 need to restate question} pehe hha) aad 1 Childrem are ready t learn and write gradudiy dunng the preSCreol YRGYS. Emergem ierary happens in pre’ Ist grade wee is NO Mag age ( | they once tnough'), 1S more of a rang? and depends om srudent background. 2-me wren \anguage concepts tnar young Coridren \carn Anat print Caries meaning and that writing and reading has mul prR Por poses, Chidrfn Karn how iteracy afeects ther da\iy ime, As well as tntir Community IM€ C signs, directions pills. 46) Critdven learn Words as a language vnyt, recognize logos, and dennty language ynvowed in play, O83. Mrs. varkparrick Nurtures the SrudeNiS emergence into vs areraty bY Providing large VeXIS OF OFIGING) BoDo¥, comne ting ane cry f personal Rx Pennence , buddy reading, artistic jendvions of tHe Story, Vocabulary on a werd wall; Pracnce Nigh Arequency Words, MinileSsons, phonics, Irregular pnrases, passage writing, dnd group work nth all fa cintare learning. 4.Trt alphabbehc princrpre 'C rhe One TO ON Correspondence bet WREN AML PHhongmeS And grapheMeS. T oNndersiand that a \eher represenig oe Sound. In english, tHe 2 leHers represent 44 phonemes. words are spelled pnonenicatty diosut HAIE THE AME. Nonpnonencs, USE morphologic cil informanon 5. Phoneme awareness is the understanding +nat Speech 1s comprised oF a Serigg oF IndINIdual Sounds and 1S tHe AQUNAGHON oF PHONICS. IF IS Nor alovss ceading leHers Me eee Ol eee eee CAVISa SIC IES ROT IASPronics on Ane other Nand, isthe relahonsnip between pnoneloagss ( Speecin se Unds) and Orthology ¢ speiling gattrns me WrIneN 1aNG VAAL). M\though oA Thought Most important, we now Know the Impormane dF all tour ianguage systems. Phonics aides wn Word rd ent ification UW. One Syllable words and moti syliabie words Can be ey oon into onsets and HmMeESs. The Consonant sound ‘S$ the onset, i+ procedes Ane VOWRI and the rime 1S ONY Nowe and the Consonants qrat TOWERS. In Ball, Bis the Mset and all 1s ane rime. F.Teacners use big boskS 1 Shared Feading with Prek- 2nd Qradtrs , which haS Snown YO unprove Yeading Scores and standardized) TESTS. StedentS cam read along as the feather reads aloud. BS. Language ex perience Qpprvach drfftrs trom interarte Writing in Ahot Studtnts are dictoting words for ane Wtather who wrists 11 dawn ty create a Story based °F their experience Which Trey Ore aise te tod easier, HEME Interactive Wrinng eather and swdent collaberat€ and wre tTogetner. The tps Are mot Experiences lovt carne (OMe KRM strieS, NEWS, and themanc yoytsS. Whe Crridren wre ON aN Ol and iN Thelk OWN NoIelsoOK S,