Arranged and conducted
lessons with small groups of children which were assessed with short attention spans
Not exact matches
Resources include: Flash Cards for display and matching pairs activity (inc word document so that you can edit) Matching vocab and picture worksheet Filling in the missing menu items worksheet Food wordsearch
Lesson Plan The objectives of this lesson are: By the end of the session most children will: • Be learning to use «I would like» • Answer what would you like with a food item in French • begin to learn a range of foods The planning is fairly flexible you can spend longer on some parts than others, do activities as a whole class or print multiple resources and work as smaller groups - whatever works for your group of chi
Lesson Plan The objectives
of this
lesson are: By the end of the session most children will: • Be learning to use «I would like» • Answer what would you like with a food item in French • begin to learn a range of foods The planning is fairly flexible you can spend longer on some parts than others, do activities as a whole class or print multiple resources and work as smaller groups - whatever works for your group of chi
lesson are: By the end
of the session most
children will: • Be learning to use «I would like» • Answer what would you like
with a food item in French • begin to learn a range
of foods The planning is fairly flexible you can spend longer on some parts than others, do activities as a whole class or print multiple resources and work as
smaller groups - whatever works for your
group of children!
Over the course
of this grant, FOI: (1) is producing professional development materials to help staff representing multiple state agencies better understand the basic science
of child development generally and the promotion
of executive function and self - regulation skills more specifically; (2) is supporting the creation
of small learning communities, building on existing relationships at the site and policy level and connecting to other learning communities across North America; (3) is supporting the Washington cross-agency working
group to sustain its current gains and momentum during the upcoming executive branch transition in January and to share
lessons learned
with the broader national FOI community
of states and Canadian provinces; and (4) is beginning conversations
with stakeholders at the community level to explore mutual interests and is beginning to chart a path toward enhanced collaboration within the state.
Each
lesson ends
with a whole class dance, which if done
with a
smaller group of children could easily be used in an assembly.
Children in the READ 180 intervention participated in three 20 - minute literacy activities, including (1) individualized computer - assisted reading instruction with videos, leveled text, and word study activities, (2) independent and modeled reading practice with leveled books, and (3) teacher - directed reading lessons tailored to the reading level of children in small
Children in the READ 180 intervention participated in three 20 - minute literacy activities, including (1) individualized computer - assisted reading instruction
with videos, leveled text, and word study activities, (2) independent and modeled reading practice
with leveled books, and (3) teacher - directed reading
lessons tailored to the reading level
of children in small
children in
small groups.
Children in the READ 180 intervention participated in three 20 - min literacy activities, including (1) individualized computer - assisted reading instruction with videos, leveled text, and word study activities, (2) independent and modeled reading practice with leveled books, and (3) teacher - directed reading lessons tailored to the reading level of children in small
Children in the READ 180 intervention participated in three 20 - min literacy activities, including (1) individualized computer - assisted reading instruction
with videos, leveled text, and word study activities, (2) independent and modeled reading practice
with leveled books, and (3) teacher - directed reading
lessons tailored to the reading level
of children in small
children in
small groups.
Participants engaged
with materials and activities in whole
group and
small groups that demonstrate that science
lessons can be richer, deeper learning experiences when we, 1) slow down the process and provide repeated experience over time
with key concepts (e.g., observing and exploring ingredients one day; making play dough another day), 2) incorporate language and literacy into science explorations intentionally (e.g., using informational texts; using visual aids and key words in DLL
children's home language), and 3) connect science to other content areas and provide extension activities that continue conceptual learning across time and across the classroom (e.g., measurement
with ingredients; discussing other types
of mixtures during snack time).
VOLUNTEER WORK Sacred Heart Preschool, Newark, NJ Summer 2014 Teacher Aide • Assisted teachers in developing age appropriate activities for
children • Supervised
children during lunch hour and break times • Positively interacted
with children to develop their level
of confidence and self - esteem • Taught individual and
small group lessons as directed by the teacher • Assisted in clerical and record keeping tasks
• Highly skilled in providing direction to students and enable them to study independently • Well versed in utilizing various instructional equipment and Audio Visual Aids effectively to reinforce learning in the classroom • Proficient in designing and implementing supportive learning activities in collaboration
with the teacher • Competent at handling and addressing behavioral problems in young learners and enhancing motivation to learn • Thorough understanding
of various cognitive and psychosocial developmental milestones connected
with child's age along
with associated needs • Hands on experience in activity moderation, teacher's assistance and progress record keeping • Substantial knowledge
of various behavior control techniques and strategies • Efficient in designing and executing individualized correctional programs • Proven ability to devise need based learning strategies for physically or mentally challenged
children • Demonstrated skills in classroom organization, testing and evaluation • Track record
of conducting reinforcement
lessons in
small groups, covering core subjects including English, math and basic sciences • Excellent skills in analyzing and evaluating the effectiveness
of designed program and changing the instructional strategies based on the learner's response and progress • Expert in maintaining updated and fully structured classroom bulletin boards to facilitate learning • Adept at determining Individualized learning goals for each student and gauging progress in learning • Well practiced in communicating home assignments to students, answering their queries regarding the same and marking the work done • Effective listening skills along
with profound ability to communicate clearly
with students, parents and teachers involved
• Assist the teacher in classroom activities while catering for emotional, psychological, social and cognitive needs
of physically or mentally disabled students • Provide one to one tutoring and reinforce daily
lessons in
small groups • Identify weak areas
of students and develop individualized
lesson plans accordingly • Supervise the
children during play and lunchtime • Inculcate strong moral and social values among the students to make them responsible citizens • Facilitate the teacher in conducting various classroom activities • Maintain all teaching aids in an organized manner • Devise need - based AV aids to facilitate teaching process • Assess multiple instructional strategies for effectiveness and change the teaching methodology as per requirement • Carefully record and gauge each student's progress and discuss the same regularly
with teachers and parents • Encourage students to participate in extracurricular activities and boost their confidence in all possible ways • Communicate home assignments clearly, mark homework and test papers • Assist students in completing classroom assignments • Maintain daily attendance and early departure records • Discuss individual cases
of individual needs and interests
with teachers and parents
of the student • Develop and implement targeted instructional strategies to cater for particular needs
of each student • Observe students» behavior at playtime and chalk out a behavioral intervention plan to address any inappropriate, violent or disruptive behavior • Operate adaptive technological equipment single - handedly • Maintain complete confidentiality
of student data • Aid physical, speech and rehabilitative therapists in their sessions and encourage the student to cooperate
with them
Observed and assessed student performance and kept thorough records
of progress.Implemented a variety
of teaching methods such as lectures, discussions and demonstrations.Established clear objectives for all
lessons, units and projects.Encouraged students to persevere
with challenging tasks.Set and communicated ground rules for the classroom based on respect and personal responsibility.Identified early signs
of emotional, developmental and health problems in students and followed up
with the teacher.Tutored
children individually and in
small groups to help them
with difficult subjects.Taught after - school and summer enrichment programs.Established positive relationships
with students, parents, fellow teachers and school administrators.Mentored and counseled students
with adjustment and academic problems.Delegated tasks to teacher assistants and volunteers.Took appropriate disciplinary measures when students misbehaved.Improved students» reading levels through guided reading
groups and whole
group instruction.Used
children's literature to teach and reinforce reading, writing, grammar and phonics.Enhanced reading skills through the use
of children's literature, reader's theater and story time.Differentiated instruction according to student ability and skill level.Taught students to exercise problem solving methodology and techniques during tests.Taught students in various stages
of cognitive, linguistic, social and emotional development.Encouraged students to explore issues in their lives and in the world around them.Employed a wide variety
of fiction and non-fiction textual materials to encourage students to read independently.
The program is designed as a growth program to be delivered by teachers and staff to full
groups of primary aged
children,
with some
lessons allowing for
smaller groups with complete flexibility.