'cause someone's got to say it

  Objective: To explore the challenges and strategies for supporting early writing skills in English for preschoolers who are concurrently learning to write in their mother tongue. Task Description: Dual-Language Observation: Activity: 'Writing Worlds' Spend a week observing and noting how your students approach writing tasks in both English and their native language. Pay special attention to their level of engagement, comfort, and the types of support they seek or require. Creative Documentation: Activity: 'Language Journey Map' Create a visual map or journey line for each child, documenting their progress and experiences in writing in both languages. Use symbols, colors, or drawings to represent different aspects of their learning journey (e.g., a sun for moments of understanding, a cloud for challenges). Collaborative Reflection: Activity: 'Teachers' Tapestry' Arrange a session with fellow teachers to share your 'Language Journey Maps.' Discuss pa...

  Listening Skills Development vs. Evaluation Objective: To explore and reflect on the different approaches and outcomes when using materials for teaching (expanding and developing) listening skills as opposed to using them for evaluation purposes in young learners. Task Description: Observation and Practice Phase: Activity Implementation: Over the course of a week, implement two different types of listening activities with your young learners. Activity 1 (Skill Development): Choose an activity that focuses on expanding and developing listening skills. This could be a storytelling session, a music and movement activity, or a listening game. Activity 2 (Evaluation): Choose or design an activity that aims to evaluate these listening skills, such as a listening comprehension quiz, following instructions challenge, or sound identification game. Reflective Journaling: After each activity, take some time to journal your observations. Consider the following questions: How did the child...

  Speaking Skills Evaluation Rubric for Very Young Learners Student Name: ________________________________________________________________ Date: _________________________________________________________________ Criteria 1.    Pronunciation and Clarity: a.     Budding Speaker (1): Your little talker is just starting! They might find it tricky to make their words clear, but every attempt is a big step. b.     Chatterbox in Training (2): They are getting there! Sometimes their words are clear, and sometimes they need a bit more practice. c.     Confident Communicator (3): Wow! They often speak clearly and are mostly easy to understand. They're doing great! d.     Star Speaker (4): Amazing! Their pronunciation is clear and accurate. It's easy to understand what they're saying. 2.    Vocabulary Use: a.     Word Explorer (1): They're at the beginning of their word adventure,...