Journal of Field Experiences- Activities and Practices to Support Literacy for all children(10 Pages)

Journal of Field Experiences- Activities and Practices to Support Literacy for all children(10 Pages)   assignment consists of a series of activities to be conducted at a variety of classrooms and settings. For each activity, be sure to identify and include the corresponding language arts State Standards (Language Arts). Complete one activity in each section for a total of 5 activities and submit along with a one-page reflective commentary for each field activity. Be sure to complete a Verification form for each Field Experience- found in syllabus. Your paper should end with a Reflective Commentary summarizing what you learned about literacy development through these field experiences. Follow the guidelines for the description of each activity found in the syllabus. Use the following link for Common Core Standards: http://www.corestandards.org/ELA-Literacy Use the following link for Standards for 4-year-olds: http://www.fldoe.org/earlylearning/pdf/feldsfyo.pdf (Accomplished Practices: a.1 Planning, a.2 Learning Environments, a.3 Assessment; InTASC- Planning, Learner Human Development, and Assessment, Learner Differences; ESOL # 2.1, 4.1; NAEYC Child Development; Curriculum 5a, 5b, 5c) This assignment consists of a series of activities to be conducted at a variety of classrooms and settings. For each activity, be sure to identify and include the corresponding language arts State Standards (Language Arts). Share in class your comments and observations about the activities. Complete each activity and submit along with a two-page reflective commentary describing what you learned about literacy development through the field activities. Field Experience 1: o Conduct observations in two classrooms (preschool and kindergarten) that include English language learners (ELL). Note how children use language (language systems). Identify any use of languages other than English. Describe how the classroom environment contributes to support language (learning resources, materials). o Ask two early childhood teachers to define the concept “literacy and emergent literacy”. Summarize their opinions and note similarities and differences. Based on their responses and your readings, provide your own definition about literacy and emergent literacy. Field Experience 2:  Observe teachers and children interactions in an ELL classroom (ages 3-4; Kindergarten; First Grade). Use the ESOL strategy observation form in the appendix to identify the language strategies used by teachers to support the needs of young English language learners (ELL). Listen to ELL children while working, playing with others. Note frequency in the use of native language to communicate and support own learning. Field Experience 3:  Create a file of children’s songs (minimum 10) appropriate to learn beginning letter sounds. For each title, identify the letter sounds. Include the corresponding national and State Standards. Share in class.  Create a picture file (at least 10) with labels of objects, places familiar to second language learners in your community. Play a card game with a sample of ELL learners- EC 509 Page 23 of 54 Revised August 2013 preschoolers (ages 3-4) and a 5 year-old. Find out how many they can recognize. Share your findings in class. Field Experience 4:  Collect writing samples from children ages 3-4; 5 year-olds; and, 6-8 year-olds. Using the criteria in the Cecil textbook, analyze each sample and identity the spelling stages. Note the differences and similarities.  Using the Monster test (Cecil, page 393), collect two writing samples from two children ages 4-6. Analyze each sample and determine the children’s developmental spelling stage. Comment on the findings and response of children to the test.  Review the description of reading response journals (in the Cecil book). Select an appropriate storybook to share with ELL children. Read the story and ask children to share their reactions in writing using a reading response journal. Note the responses of the ELL children (use of words in other languages, invented spelling, syntax). Field Experience 5:  Find information about the application of the BICS and CALPS strategies in the ESOL curriculum. Based on the information, create a lesson plan using each of these strategies.  Interview at least two teachers and find out about their views on the role and use of the BICS and CALPS strategies with young ELL’s.