Student Individual Learning Plan. Galway Adult Basic Education Service Ionad na Gaillimhe d Oideachas Bunata Aosach
|
|
- Clement Gilbert
- 7 years ago
- Views:
Transcription
1 Student Individual Learning Plan Galway Adult Basic Education Service Ionad na Gaillimhe d Oideachas Bunata Aosach
2 Contents Page Introduction 2 Individual Learning Plan 3 Short-term Plan: First Stage 4 Activities, Texts, Achievements 5 Short-term Review: First Stage 7 Short-term Plan: Second Stage 12 Activities, Texts, Achievements 13 Short-term Review: Second Stage 15 Short-term Plan: Third Stage 21 Activities, Texts, Achievements 22 Short-term Review: Third Stage 24 End Of Course Review 31 Galway Adult Basic Education Service Mayoralty House, Flood Street, Galway A Learning Life Page 1
3 INTRODUCTION Individual Learning Plan A learning plan is a document which states your goal, outlines the plan or strategy to progress towards that goal, and records significant moments along that journey, such as a particular text that you have read, or a particular achievement, such as getting a promotion at work. It will be kept up to date by you and your tutor. You and the tutor will also record changes or progress in particular skills in reading, writing and numeracy. Initial Assessment You don t need to worry; we won t be giving you any school-type tests when you arrive. We will have an informal chat and talk about your background, your work, your hobbies, and how you use reading, writing and everyday maths in your daily life, or how you would like to use them. Goals People who come to adult basic education classes always have some sort of goal. For example, they may want to read and write for work, or just for enjoyment (reading the papers and novels). They may want to keep in contact with family and friends who have moved away, either by letter or by , or they may simply want to become more confident. This goal or target is central to the learning plan and both you and your tutor will base most of the work you do in class around that goal. For example, if you want to improve your writing because you have to take phone messages at work, such activities will be practised in class. Short-Term Plan and Long-Term Plan When we speak of long-term, we are referring usually to a period of six months or more in which you move or progress towards achieving your goal. In the mean-time you and your tutor will set out short-term plans of 4 to 12 weeks in which you set yourself a specific target for example, reading the signs and notices around town, reading health and safety notices at work, reading short newspaper articles, writing short letters, writing short work reports, filling-in shorts forms or doing some calculations of the area of a room or a garden. Both you and the tutor will also decide ways (strategies) of achieving your short-term goal or target. Levels From your initial meeting with us, we will place you at a certain level with regard to reading, writing and numeracy. Our aim is to avoid as much as possible testing and scoring, but it is a good idea to see what level you are at initially, so that you can see how you progress over time. Once you start working with the tutor you can both look at how you are progressing and adjust the levels at the end of the short-term plan Activities, Texts, Achievements There is a space for recording the activities you engage in and the texts you use both in class and at home, and any particular achievement you may wish to record. It would be a good idea to record the date next to the diary-type entry. At the end of the year you can look back and see exactly where and how you progressed and identify which activities, texts or achievements were most significant for you during the course. Additional Notes In this section you can take note of anything else that you wish to record. End of Course Review At the end of your course you and your tutor can review the progress you have made during the year. The tutor or the adult literacy organizer will advise you about further courses you can take. Kieran Harrington, September 07 A Learning Life Page 2
4 Individual Learning Plan Name Date of Interview Initial Assessment Summary Level Reading Writing Numeracy Listening and speaking Confidence Notes: Contextual assessment Level Context Texts Language Confidence Learning Notes: Long Term Goal: A Learning Life Page 3
5 SHORT-TERM PLAN: FIRST STAGE Short-Term Goal: General Strategy: Specific strategies Reading Writing Numeracy Listening and speaking Context Texts Language Confidence Learning Student: Tutor: Start date: Review date: A Learning Life Page 4
6 Activities, Texts, Achievements Date A Learning Life Page 5
7 Activities, Texts, Achievements Date A Learning Life Page 6
8 Short-Term Review: First Stage Reading I can read all the letters in the alphabet I can recognise/read small words/signs I can read a sentence in posters, etc I can guess at the meaning of a basic sentence I can follow written instructions in recipes, packets, etc I can read a timetable, TV listing, use a dictionary Writing I can write my name and address I can write a list of shopping items I can write a postcard I can fill in a form I can use basic punctuation (full stop, comma) I can spell longer words (non-construct words) Numeracy I can recognise basic numbers I can understand words used with numbers I can add and subtract small numbers I understand the symbols used in maths I can multiply and divide I can use percentages A Learning Life Page 7
9 Listening and Speaking I can respond to requests for personal information I can ask basic questions to gain information I can follow oral instructions to complete a task I can express an opinion clearly I can extract the main ideas from a variety of spoken sources I can tell a story or recount an experience Confidence: reading I am confident about following signs in a public place I am confident about reading the calendar, days and months, etc I am confident about reading basic instructions in a public place I am confident about looking up a phone number in a public place I am confident about checking/reading my own writing I am confident about reading a timetable in a public place I am confident about using an ATM machine I am confident about reading a text message Confidence: writing I am confident about signing my name/address in a public place, laser receipt, etc I am confident about signing a money withdrawal in a public place I am confident about filling out forms in a public place I am confident about writing a message from somebody I am confident with my handwriting I am confident about writing documents for work I am confident about writing a personal letter I am confident about writing a text message A Learning Life Page 8
10 Confidence: numbers I am confident about counting money in a public place I am confident about using the 24 hour clock I am confident about calculating change I am confident about calculating percentages in a public place. I am confident about calculating, spaces, areas, weights at work and when shopping Level: Level Increase: Comment: Confidence: listening and speaking I am confident about listening to or giving basic instructions I am confident about asking questions or being asked questions I am confident about listening to an explanation or reading or giving an explanation I am confident about reading aloud in front of other people Level: Level increase: Comment Context Schematic knowledge Self-awareness Confidence Other comments A Learning Life Page 9
11 Texts Text types Staging of text Confidence Other comments: Language Vocabulary Grammar Register Confidence Other comments: A Learning Life Page 10
12 Confidence relevant to learning goal I am confident about I am confident about I am confident about Level: Level increase: Comment Other comments: Learning Awareness Learning style Attendance I prefer to work in 1:1 I prefer to work in a group Learner autonomy Level: Level Increase Comment: Recommendations/Further Action: Student: Tutor: Date: A Learning Life Page 11
13 SHORT-TERM PLAN: SECOND STAGE Short-Term Goal: General Strategy: Specific strategies Reading Writing Numeracy Listening and speaking Context Texts Language Confidence Learning Student: Tutor: Start date: Review date: A Learning Life Page 12
14 Activities, Texts, Achievements Date A Learning Life Page 13
15 Activities, Texts, Achievements Date A Learning Life Page 14
16 Short-Term Review: Second Stage Reading I can read all the letters in the alphabet I can recognise/read small words/signs I can read a sentence in posters, etc I can guess at the meaning of a basic sentence I can follow written instructions in recipes, packets, etc I can read a timetable, TV listing, use a dictionary Writing I can write my name and address I can write a list of shopping items I can write a postcard I can fill in a form I can use basic punctuation (full stop, comma) I can spell longer words (non-construct words) Numeracy I can recognise basic numbers I can understand words used with numbers I can add and subtract small numbers I understand the symbols used in maths I can multiply and divide I can use percentages A Learning Life Page 15
17 Listening & Speaking I can respond to requests for personal information I can ask basic questions to gain information I can follow oral instructions to complete a task I can express an opinion clearly I can extract the main ideas from a variety of spoken sources I can tell a story or recount an experience Confidence: reading I am confident about following signs in a public place I am confident about reading the calendar, days and months, etc I am confident about reading basic instructions in a public place I am confident about looking up a phone number in a public place I am confident about checking/reading my own writing I am confident about reading a timetable in a public place I am confident about using an ATM machine I am confident about reading a text message Confidence: writing I am confident about signing my name/address in a public place, laser receipt, etc I am confident about signing a money withdrawal in a public place I am confident about filling out forms in a public place I am confident about writing a message from somebody I am confident with my handwriting I am confident about writing documents for work I am confident about writing a personal letter I am confident about writing a text message A Learning Life Page 16
18 Confidence: numbers I am confident about counting money in a public place I am confident about using the 24 hour clock I am confident about calculating change I am confident about calculating percentages in a public place. I am confident about calculating, spaces, areas, weights at work and when shopping Level: Level Increase: Comment: Confidence: listening and speaking I am confident about listening to or giving basic instructions I am confident about asking questions or being asked questions I am confident about listening to an explanation or reading or giving an explanation I am confident about reading aloud in front of other people Level: Level increase: Comment Context Schematic knowledge Self-awareness Confidence Other comments A Learning Life Page 17
19 Texts Text types Staging of text Confidence Other comments: Language Vocabulary Grammar Register Confidence Other comments: A Learning Life Page 18
20 Confidence relevant to learning goal I am confident about I am confident about I am confident about Level: Level increase: Comment Other comments: Learning Awareness Learning style Attendance I prefer to work in 1:1 I prefer to work in a group Learner autonomy Level: Level Increase Comment: Recommendations/Further Action: Student: Tutor: Date: A Learning Life Page 19
21 Additional Notes A Learning Life Page 20
22 SHORT-TERM PLAN: THIRD STAGE Short-Term Goal: General Strategy: Specific strategies Reading Writing Numeracy Listening and speaking Context Texts Language Confidence Learning Student: Tutor: Start date: Review date: A Learning Life Page 21
23 Activities, Texts, Achievements Date A Learning Life Page 22
24 Activities, Texts, Achievements Date A Learning Life Page 23
25 Short-Term Review: Third Stage Reading I can read all the letters in the alphabet I can recognise/read small words/signs I can read a sentence in posters, etc I can guess at the meaning of a basic sentence I can follow written instructions in recipes, packets, etc I can read a timetable, TV listing, use a dictionary Writing I can write my name and address I can write a list of shopping items I can write a postcard I can fill in a form I can use basic punctuation (full stop, comma) I can spell longer words (non-construct words) Numeracy I can recognise basic numbers I can understand words used with numbers I can add and subtract small numbers I understand the symbols used in maths I can multiply and divide I can use percentages A Learning Life Page 24
26 Listening and Speaking I can respond to requests for personal information I can ask basic questions to gain information I can follow oral instructions to complete a task I can express an opinion clearly I can extract the main ideas from a variety of spoken sources I can tell a story or recount an experience Confidence: reading I am confident about following signs in a public place I am confident about reading the calendar, days and months, etc I am confident about reading basic instructions in a public place I am confident about looking up a phone number in a public place I am confident about checking/reading my own writing I am confident about reading a timetable in a public place I am confident about using an ATM machine I am confident about reading a text message Confidence: writing I am confident about signing my name/address in a public place, laser receipt, etc I am confident about signing a money withdrawal in a public place I am confident about filling out forms in a public place I am confident about writing a message from somebody I am confident with my handwriting I am confident about writing documents for work I am confident about writing a personal letter I am confident about writing a text message A Learning Life Page 25
27 Confidence: numbers I am confident about counting money in a public place I am confident about using the 24 hour clock I am confident about calculating change I am confident about calculating percentages in a public place. I am confident about calculating, spaces, areas, weights at work and when shopping Level: Level Increase: Comment: Confidence: listening and speaking I am confident about listening to or giving basic instructions I am confident about asking questions or being asked questions I am confident about listening to an explanation or reading or giving an explanation I am confident about reading aloud in front of other people Level: Level increase: Comment Context Schematic knowledge Self-awareness Confidence Other comments A Learning Life Page 26
28 Texts Text types Staging of text Confidence Other comments: Language Vocabulary Grammar Register Confidence Other comments: A Learning Life Page 27
29 Confidence relevant to learning goal I am confident about I am confident about I am confident about Level: Level increase: Comment Other comments: Learning Awareness Learning style Attendance I prefer to work in 1:1 I prefer to work in a group Learner autonomy Level: Level Increase Comment: Recommendations/Further Action: Student: Tutor: Date: A Learning Life Page 28
30 Additional Notes A Learning Life Page 29
31 Additional Notes A Learning Life Page 30
32 End of Course Review Reading Writing Numeracy Listening and speaking Confidence: reading Confidence: writing Confidence: numbers Confidence: listening and speaking Level: Level Increase: Comment: Notes: Level Level increase Contextual assessment Level Level increase Context Texts Language Confidence with relevance to learning goal Learning Level: Level Increase: Comment: Notes: Recommendations and suggestions for further progress: Student: Tutor: Date: A Learning Life Page 31
33 Additional Notes A Learning Life Page 32
34 Galway Adult Basic Education Service Ionad na Gaillimhe d Oideachas Bunata Aosach November 2012 Swift Print & Design
Literacy across learning Principles and practice
Literacy across learning Principles and practice Language and literacy are of personal, social and economic importance. Our ability to use language lies at the centre of the development and expression
More informationThai Language Self Assessment
The following are can do statements in four skills: Listening, Speaking, Reading and Writing. Put a in front of each description that applies to your current Thai proficiency (.i.e. what you can do with
More informationMaths: How to help your child at home
Maths: How to help your child at home On the following pages, there are some useful suggestions for parents to make maths learning fun. There are also lots of interactive games to play on the Kids Zone
More informationEnglish Oral End of Primary Benchmark 2014 Page 1 of 63
TEST 1 Task 1: Task 2: Task 3: Task 4: Warmer Interview: Helping at home Food and drink Free time and entertainment Pets and animals Inverted Interview Visiting an exhibition Thematic Picture At the hospital
More informationSQA s Skills Framework: Skills for Learning, Skills for Life and Skills for Work
SQA s Skills Framework: Skills for Learning, Skills for Life and Skills for Work This framework has been developed for use in the National Qualifications development programme in support of Curriculum
More informationSOUTH SEATTLE COMMUNITY COLLEGE (General Education) COURSE OUTLINE Revision: (Don Bissonnette and Kris Lysaker) July 2009
SOUTH SEATTLE COMMUNITY COLLEGE (General Education) COURSE OUTLINE Revision: (Don Bissonnette and Kris Lysaker) July 2009 DEPARTMENT: CURRICULLUM: COURSE TITLE: Basic and Transitional Studies English as
More informationVAK Learning Styles. Whether you realise it or not, we all have preferences for how we absorb information, analyse it and make decisions:
What is Your Learning Preference? VAK Learning Styles Whether you realise it or not, we all have preferences for how we absorb information, analyse it and make decisions: Some people like to see what you
More informationxxx Lesson 11 1. Comprehend the writing process 2. Respond positively to the writing process
xxx Lesson 11 The Writing Process Overview: This lesson will focus on the writing process and how it relates to communication. Learners will be taught what the writing process is, its parts, and how they
More informationHow to become a successful language learner
How to become a successful language learner By Alison Fenner English and German Co-ordinator, Institution Wide Language Programme Introduction Your success in learning a language depends on you! You may
More information0510 (speaking endorsement) 0511* (count-in speaking)
Learner Guide Cambridge IGCSE English as a Second Language 0510 (speaking endorsement) 0511* (count-in speaking) *This syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge
More informationCambridge English: Preliminary (PET) Frequently Asked Questions (FAQs)
Cambridge English: Preliminary (PET) Frequently Asked Questions (FAQs) Is there a wordlist for Cambridge English: Preliminary exams? Yes. There is a Cambridge English: Preliminary (PET) vocabulary list
More informationAssessment Without Levels
Assessment reform As part of our reforms to the national curriculum, the current system of levels used to report children s attainment and progress will be removed from September 2014 and will not be replaced.
More informationMake maths fun!! Give your child lots of praise and encouragement!
Make maths fun!! Give your child lots of praise and encouragement! Talk to your child about how you work things out. CALCULATION The maths work your child is doing at school may look very different to
More informationModerate learning difficulties
Handout 1 Moderate learning difficulties The area of cognition and learning includes moderate learning difficulties (MLD), severe learning difficulties (SLD), profound and multiple learning difficulties
More informationEnd of Reception Report: July 2013
End of Reception Report: July 2013 Name: Date: Communication and Language Listening and attention Understanding Speaking Child A is able to listen to instructions and follow them accurately, including
More informationFlash Card Exercises to Teach Basic Literacy Skills to Pre-Literate Students
Flash Card Exercises to Teach Basic Literacy Skills to Pre-Literate Students 1. Oral Vocabulary Students learn initially by listening and repeating. Very quickly they will need to respond to simple questions.
More informationTop 2 grammar techniques, and ways to improve
Top 2 grammar techniques, and ways to improve Grammar is the most fundamental concept in languages. Thus, in order to learn a second language successfully, grammar is the most important concepts to be
More informationFocus on Essay Writing
Focus on Essay Writing Essay writing is a process and a product. You need to focus on the process in order to achieve a high quality product. What is an essay? The word essay originally meant to test or
More informationExam Skills. The Insider Guide to Trinity College London Examinations. By the Trinity College London Exam Board
Exam Skills Insider Guides 1/8 Exam Skills The Insider Guide to Trinity College London Examinations The Graded Examinations in Spoken English (GESE) The Integrated Skills in English (ISE) By the Trinity
More informationCAMBRIDGE FIRST CERTIFICATE Listening and Speaking NEW EDITION. Sue O Connell with Louise Hashemi
CAMBRIDGE FIRST CERTIFICATE SKILLS Series Editor: Sue O Connell CAMBRIDGE FIRST CERTIFICATE Listening and Speaking NEW EDITION Sue O Connell with Louise Hashemi PUBLISHED BY THE PRESS SYNDICATE OF THE
More informationEnglish CEF. Pre-intermediate Portfolio Practice Book. Annie McDonald & Mark Hancock
English Pre-intermediate Portfolio Practice Annie McDonald & Mark Hancock CEF 4 Contents Introduction What is a Language Portfolio? 3 The Language Passport What is a Language Passport? 4 How do I use it?
More informationSite Security Officer
www.workbase.org.nz Literacy profile: Site Security Officer Role: Site security guards control access to and patrol sites, guard property against theft and vandalism, maintain order, ensure that site safety
More informationWelcome to the Reading Workshop. Learning, Loving and Laughing Together
Welcome to the Reading Workshop Aims for the workshop to encourage reading to be a regular and enjoyable activity to explore the best ways to read with your child to try an activity with your child(ren)
More informationREADING THE NEWSPAPER
READING THE NEWSPAPER Outcome (lesson objective) Students will comprehend and critically evaluate text as they read to find the main idea. They will construct meaning as they analyze news articles and
More informationCare start. Basic Skills E S O L Workbook Entry One
Care start Basic Skills E S O L Workbook Entry One Index P1 Introduction P15 Task 8 Criteria Rt/E1.1, E1.2 RwE1.1, Rt/E1.1 Telling the Time P2 P5 P6 P8 P9 P11 Initial Assessment Can be used for all levels
More informationIntegrated Skills in English (ISE) Guide for Students ISE Foundation (A2) Reading & Writing Speaking & Listening
Integrated Skills in English (ISE) Guide for Students ISE Foundation (A2) Reading & Writing Speaking & Listening Trinity College London www.trinitycollege.com Charity number 1014792 Patron HRH The Duke
More informationCORE SKILLS UNIT. COMMUNICATION SCQF Level 4 40 Hour Unit (F3GB 10) What are Core Skills?
CORE SKILLS UNIT What are Core Skills? COMMUNICATION SCQF Level 4 40 Hour Unit (F3GB 10) Core Skills are skills and abilities that everyone uses in their family and personal life, at work, in public, in
More informationFinancial Literacy and ESOL
Financial Literacy and ESOL Financial Literacy and ESOL There are more and more resources available for delivering LLN in the context of finance but most of them are focused on working with learners whose
More informationEARLY CHILDHOOD LITERACY AND NUMERACY BUILDING GOOD PRACTICE MARILYN FLEER AND BRIDIE RABAN
EARLY CHILDHOOD LITERACY AND NUMERACY BUILDING GOOD PRACTICE MARILYN FLEER AND BRIDIE RABAN EARLY CHILDHOOD LITERACY AND NUMERACY CARDS This set of cards has been developed to help you support young children
More informationEvaluating a CATW Writing Sample
1 Reading and Writing Center Kingsborough Community College Evaluating a CATW Writing Sample The CUNY Assessment Test in Writing (CATW)--Abridged Guide #2 Adapted from the Student Handbook/ Office of Assessment/
More informationBusiness Communication Course
ABSTRACT Designing tasks to transfer learning to and from the workplace There was a resident complained a new staff. I explained the reason and sorted the problem. Gains in language, literacy and numeracy
More informationA Guide to Cambridge English: Preliminary
Cambridge English: Preliminary, also known as the Preliminary English Test (PET), is part of a comprehensive range of exams developed by Cambridge English Language Assessment. Cambridge English exams have
More informationSubmission from Border Counties Childcare Network
Submission from Border Counties Childcare Network Early Literacy and Numeracy recommendations- Implementation plan of Aistear with resources for ECCE. Emergent Literacy and Numeracy should be under the
More informationModern foreign languages
Modern foreign languages Programme of study for key stage 3 and attainment targets (This is an extract from The National Curriculum 2007) Crown copyright 2007 Qualifications and Curriculum Authority 2007
More informationThe. Languages Ladder. Steps to Success. The
The Languages Ladder Steps to Success The What is it? The development of a national recognition scheme for languages the Languages Ladder is one of three overarching aims of the National Languages Strategy.
More informationSOUTH AFRICAN QUALIFICATIONS AUTHORITY ACT 58 OF 1995. No. 1348 26 September 2003
SOUTH AFRICAN QUALIFICATIONS AUTHORITY ACT 58 OF 1995 No. 1348 26 September 2003 REGULATIONS RELATING TO LEVEL DESCRIPTORS FOR LEVELS 1 TO 4 OF THE NATIONAL QUALIFICATIONS FRAMEWORK The South African Qualifications
More informationYear 6 SATs Information Evening. Monday 14 th May Friday 18 th May 2012
Year 6 SATs Information Evening Monday 14 th May Friday 18 th May 2012 Contents Introduction to Tests and Levels SATs Timetable About the Tests Tips on how you can help your child prepare Useful websites
More informationLinked sounds Listening for spelling of names and phone numbers. Writing a list of names and phone numbers Work book pg 1-6
TOPICS: Alphabet; greetings, names and titles of address; numbers and phone numbers PG 2-7 introduce themselves friends, say hello goodbye; ask for names and phone numbers Possessive adjectives my, your,
More informationInformation for candidates For exams from 2015
Ready for success in study, work and life Information for candidates For exams from 2015 First Certificate in English (FCE) www.cambridgeenglish.org/first How to use this guide You can print this document
More informationNATIONAL CURRICULUM STATEMENT General Education and Training
National Curriculum Statement: Foundation Phase Assessment Guidelines NATIONAL CURRICULUM STATEMENT General Education and Training ASSESSMENT GUIDELINES FOR FOUNDATION PHASE GRADES R - 3 National Curriculum
More informationMathematics sample unit Order of Operations Stage 3. Detail: 8 activities. Substrand: S3 NA Multiplication and Division 2 (part)
Mathematics sample unit Order of Operations Stage 3 Scope and sequence summary Substrand: S3 NA Multiplication and Division 2 (part) Duration: 2 weeks Detail: 8 activities Outcomes Key considerations Overview
More information10362NAT Certificate I in Spoken and Written English
10362NAT CERTIFICATE I IN SPOKEN AND WRITTEN ENGLISH 10362NAT Certificate I in Spoken and Written English Course rules Successful completion of Certifi cate I in Spoken and Written English requires completion
More informationContents. A Word About This Guide... 3. Why Is It Important for My Child to Read?... 4. How Will My Child Learn to Read?... 4
Contents A Word About This Guide............................... 3 Why Is It Important for My Child to Read?................ 4 How Will My Child Learn to Read?....................... 4 How Can I Help My
More informationEnglish Language Services
FROM English Language Services AT A GLANCE work in oz The Work in Oz series explores the world of work through the eyes of Australian workers. The resources include audio and video recordings and learning
More informationCambridge ESOL Entry 3 Certificate in ESOL Skills for Life
Centre Number Candidate Number Candidate Name *2290400733* UNIVERSITY OF CAMBRIDGE ESOL EXAMINATIONS English for Speakers of Other Languages Cambridge ESOL Entry 3 Certificate in ESOL Skills for Life [Reading]
More informationDirections: Place greater than (>), less than (<) or equal to (=) symbols to complete the number sentences on the left.
Comparing Numbers Week 7 26) 27) 28) Directions: Place greater than (>), less than (
More informationPrimrose Hill Primary School Literacy Policy: A baseline for outstanding practice
.. Primrose Hill Primary School Literacy Policy: A baseline for outstanding practice January 2012 Review date: January 2013 KEY PRINCIPLES Teaching at Primrose Hill is Learning Centred, meaning that each
More informationLeading on Learning. A hands-on guide for line managers
Leading on Learning A hands-on guide for line managers Welcome to our Leading on Learning guide, one of the many ways in which we at the Campaign for Learning are working to celebrate and promote the huge
More informationSOUTH SEATTLE COMMUNITY COLLEGE (General Education) COURSE OUTLINE Revision: (Don Bissonnette and Kris Lysaker) July 2009
SOUTH SEATTLE COMMUNITY COLLEGE (General Education) COURSE OUTLINE Revision: (Don Bissonnette and Kris Lysaker) July 2009 DEPARTMENT: CURRICULLUM: COURSE TITLE: Basic and Transitional Studies English as
More informationC.I.T.E. LEARNING STYLES INSTRUMENT
C.I.T.E. LEARNING STYLES INSTRUMENT The C.I.T.E. Instrument (Babich, Burdine, Albright, and Randol, 1976) was formulated at the Murdoch Teachers Center in Wichita, Kansas to help teachers determine the
More informationGrade 8 English Language Arts 90 Reading and Responding, Lesson 9
GRADE 8 English Language Arts Reading and Responding: Lesson 9 Read aloud to the students the material that is printed in boldface type inside the boxes. Information in regular type inside the boxes and
More informationMaths Targets for pupils in Year 2
Maths Targets for pupils in Year 2 A booklet for parents Help your child with mathematics For additional information on the agreed calculation methods, please see the school website. ABOUT THE TARGETS
More informationProof-reading, Drafting and Editing
Proof-reading, Drafting and Editing This workshop will lead you through the essential stages of reviewing and refining your work, help you make the most of your knowledge when writing and provide top proof-reading
More informationLesson plan for piloting: Language Experience Approach
Around our college Topic: Our College Level: SfL pre-entry / SQA Access 2 ESOL Literacies / CEFR A1 Time: 70-90 minutes (more with extension writing activities) Aims To develop students ability to read
More informationBERLITZ LANGUAGE TEST STUDENT GUIDE
BERLITZ LANGUAGE TEST STUDENT GUIDE Instructions for the Test Date: 1. The student calls Berlitz 30 minutes before the test time at 602.954.8160. DO NOT leave a voice message! Hang up and call again if
More informationActive Listening. Learning Objectives. By the end of this module, the learner will have
1 Active Listening Learning Objectives By the end of this module, the learner will have An understanding of what is meant by active listening Gained insight into your natural listening strengths and areas
More informationDEMQOL and DEMQOL-Proxy - Interviewer Manual Instructions for administration:
DEMQOL and DEMQOL-Proxy - Interviewer Manual Instructions for administration: You will need a copy of the DEMQOL questionnaire for each interviewee and a separate card with the response scales printed
More informationMoney & Banking. Copyright 2005 Literacy Volunteers of DuPage
Money & Banking Copyright 2005 Literacy Volunteers of DuPage INTRODUCTION Before tutors and students can begin planning lessons, goals need to be set according to those expressed by the student and his/her
More informationIntegrated Skills in English (ISE) Guide for Students ISE III (C1) Reading & Writing Speaking & Listening
Integrated Skills in English (ISE) Guide for Students ISE III (C1) Reading & Writing Speaking & Listening Trinity College London www.trinitycollege.com Charity number 1014792 Patron HRH The Duke of Kent
More informationReading. To meet the standard your child will be learning to: If your child is meeting the Reading Standard by the end of Year 4 AT SCHOOL
Reading If your child is meeting the Reading Standard by the end of Year...they will be reading at curriculum level 2. They will be reading a variety of fiction and non-fiction stories to support their
More informationWelcome Parents! The following presentation aims to provide information and resources you can use to help support your child s s reading development o
Parental Involvement in Reading Development P-3 Vidhya Nageswaran Welcome Parents! The following presentation aims to provide information and resources you can use to help support your child s s reading
More informationIntegrated Skills in English (ISE) Guide for Students ISE I (B1) Reading & Writing Speaking & Listening
Integrated Skills in English (ISE) Guide for Students ISE I (B1) Reading & Writing Speaking & Listening Trinity College London www.trinitycollege.com Charity number 1014792 Patron HRH The Duke of Kent
More informationFINNISH AS A FOREIGN LANGUAGE
University of Tampere Language Centre FINNISH AS A FOREIGN LANGUAGE 2015 2016 University of Tampere Language Centre FINNISH AS A FOREIGN LANGUAGE 2015 2016 TAMPEREEN YLIOPISTO Tampereen yliopistopaino
More informationIntegrated Skills in English (ISE) Guide for Students ISE II (B2) Reading & Writing Speaking & Listening
Integrated Skills in English (ISE) Guide for Students ISE II (B2) Reading & Writing Speaking & Listening Trinity College London www.trinitycollege.com Charity number 1014792 Patron HRH The Duke of Kent
More informationImprove your English and increase your employability with EN Campaigns
Improve your English and increase your employability with EN Campaigns Being able to communicate in English is becoming increasingly important in today's global economy. We provie a high quality and accessible
More informationCOURSE OBJECTIVES SPAN 100/101 ELEMENTARY SPANISH LISTENING. SPEAKING/FUNCTIONAl KNOWLEDGE
SPAN 100/101 ELEMENTARY SPANISH COURSE OBJECTIVES This Spanish course pays equal attention to developing all four language skills (listening, speaking, reading, and writing), with a special emphasis on
More informationModules for Essential Skills for the Trades
Literacy Link Eastern Ontario (LLEO) has reviewed and endeavoured to identify all relative OALCF competencies for each of the activities within the Essential Skills for the Trades curriculum. For each
More informationHOW TO DO A SCIENCE PROJECT Step-by-Step Suggestions and Help for Elementary Students, Teachers, and Parents Brevard Public Schools
HOW TO DO A SCIENCE PROJECT Step-by-Step Suggestions and Help for Elementary Students, Teachers, and Parents Brevard Public Schools 1. Get an Idea for Your Project Find an area that interests you. You
More informationENGLISH FILE Pre-intermediate
Karen Ludlow New ENGLISH FILE Pre-intermediate and the Common European Framework of Reference 2 INTRODUCTION What is this booklet for? The aim of this booklet is to give a clear and simple introduction
More informationOnce you have completed your statement, show it to someone who knows you well and let a tutor see it too.
Personal Statement The Personal Statement is seen as the most important part of your UCAS application form, so you should take it very seriously. It is an opportunity for you to make an impression and
More informationThe benefits of using presentation software in the classroom include:
NCTE ICT in the Classroom Presentation software - focus on literacy & numeracy (Primary) Ref: 12-11 Introduction The purpose of this document is to provide an overview of the benefits of using presentation
More informationStrategies to use When Working with ELL Students
Vocabulary Building Strategies to use When Working with ELL Students Dr. María Torres Director of Diversity and ESOL Ilona Olancin Secondary ELL Curriculum Facilitator Academic Development We require English
More informationIntegrated Skills in English (ISE) Guide for Students ISE I (B1) Reading & Writing Speaking & Listening
Integrated Skills in English (ISE) Guide for Students ISE I (B1) Reading & Writing Speaking & Listening Trinity College London www.trinitycollege.com Charity number 1014792 Patron HRH The Duke of Kent
More informationMathematics. Introduction
Mathematics Introduction Numeracy is a core subject within the National Curriculum. This policy outlines the purpose, nature and management of the mathematics taught and learned in our school. Mathematics
More information+ = has become. has become. Maths in School. Fraction Calculations in School. by Kate Robinson
+ has become 0 Maths in School has become 0 Fraction Calculations in School by Kate Robinson Fractions Calculations in School Contents Introduction p. Simplifying fractions (cancelling down) p. Adding
More informationLiteracy Policy. Status: Advisory. Member of Staff responsible: Principal. Associated Policies and documentation: SEND, Teaching of English
Literacy Policy Status: Advisory Member of Staff responsible: Principal Associated Policies and documentation: SEND, Teaching of English Implementation Date: September 2014 Review Date: September 2015
More informationWriting a Job Application Letter
TASK 1 In a group, discuss the information you are likely to need to include on a letter when you are applying for a job. Write your list here. Dec 2013. Kindly contributed by Colleen Craggs, Hartlepool
More informationEnglish Language Arts Test Book 2
English Language Arts Test Grade 4 January 8 12, 2007 Name 49146 TIPS FOR TAKING THE TEST Here are some suggestions to help you do your best: Be sure to read carefully all the directions in the test book.
More informationHow to Take Running Records
Running Records are taken to: guide teaching match readers to appropriate texts document growth overtime note strategies used group and regroup children for instruction How to Take Running Records (adapted
More informationSocial Studies Fair: February 23, 2012 @ 6:30 P.M.
Student Name: Teacher: Project #: Harbins Elementary School Social Studies FAIR Project Directions 1 4 th & 5 th Grade Project Begins: January 6, 2012 Project Due: February 16, 2012 Social Studies Fair:
More informationVAK Learning Styles Self-Assessment Questionnaire
Student Services Study Skills Student Development and Counselling VAK Learning Styles Self-Assessment Questionnaire Circle or tick the answer that most represents how you generally behave. (It s best to
More informationCourse: German 1 Designated Six Weeks: Weeks 1 and 2. Assessment Vocabulary Instructional Strategies
(1) Communication. The student communicates using the skills of listening, speaking, reading, and writing. The student: (A) engages in oral and written exchanges of learned material to socialize and to
More informationSCIENCE PROJECT PAGE 1
SCIENCE PROJECT PAGE 1 Introduction YES!!! It s that Science Fair time of year. No amount of groaning is going to make it go away. Just imagine the inquiry and organizational skills you ll learn and practice.
More informationAssessment in Modern Foreign Languages in the Primary School
Expert Subject Advisory Group Modern Foreign Languages Assessment in Modern Foreign Languages in the Primary School The National Curriculum statutory requirement from September 2014 asks Key Stage Two
More informationUNIVERSITY OF JORDAN ADMISSION AND REGISTRATION UNIT COURSE DESCRIPTION
Course Description B.A Degree Spanish and English Language and Literature 2203103 Spanish Language for Beginners (1) (3 credit hours) Prerequisite : none In combination with Spanish for Beginners (2),
More informationLanguage Arts Literacy Areas of Focus: Grade 5
Language Arts Literacy : Grade 5 Mission: Learning to read, write, speak, listen, and view critically, strategically and creatively enables students to discover personal and shared meaning throughout their
More informationMFL skills map. Year 3 Year 4 Year 5 Year 6 Develop understanding of the sounds of Individual letters and groups of letters (phonics).
listen attentively to spoken language and show understanding by joining in and responding explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of
More informationENGLISH AS AN ADDITIONAL LANGUAGE (EAL) COMPANION TO AusVELS
ENGLISH AS AN ADDITIONAL LANGUAGE (EAL) COMPANION TO AusVELS For implementation in 2013 Contents English as an Additional Language... 3 Introduction... 3 Structure of the EAL Companion... 4 A Stages Lower
More informationStep 1 Self-assessment (Who am I? What do I have to offer?)
Your Job Search Your job search is a process which begins during your studies, when you start thinking about life after you ve completed your studies. It is an ongoing process, from your first job you
More informationBBC Learning English Talk about English Academic Listening Part 1 - English for Academic Purposes: Introduction
BBC Learning English Academic Listening Part 1 - English for Academic Purposes: Introduction This programme was first broadcast in 2001. This is not an accurate word-for-word transcript of the programme.
More informationYear 1 reading expectations (New Curriculum) Year 1 writing expectations (New Curriculum)
Year 1 reading expectations Year 1 writing expectations Responds speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes, including, where applicable, alternative
More informationCentre for English Language Teaching (CELT)
Centre for English Language Teaching (CELT) Summer Pre-sessional Programmes for International Students ulster.ac.uk/international ulster.ac.uk/international English language support From the moment you
More informationTransportation: Week 2 of 2
The Minnesota Literacy Council created this curriculum with funding from the MN Department of Education. We invite you to adapt it for your own classrooms. Beginning Level (CASAS reading scores of 181-200)
More informationIntegrated Skills in English (ISE) Guide for Students ISE II (B2) Reading & Writing Speaking & Listening
Integrated Skills in English (ISE) Guide for Students ISE II (B2) Reading & Writing Speaking & Listening Trinity College London www.trinitycollege.com Charity number 1014792 Patron HRH The Duke of Kent
More informationTeachingEnglish Lesson plans. Conversation Lesson News. Topic: News
Conversation Lesson News Topic: News Aims: - To develop fluency through a range of speaking activities - To introduce related vocabulary Level: Intermediate (can be adapted in either direction) Introduction
More informationMathematics Policy. Mathematics Policy
Mathematics Policy 1. Aims 1.1 Mathematics teaches children to make sense of the world around them through developing their ability to calculate, reason and solve problems. It enables children to understand
More informationLanguage Arts Literacy Areas of Focus: Grade 6
Language Arts Literacy : Grade 6 Mission: Learning to read, write, speak, listen, and view critically, strategically and creatively enables students to discover personal and shared meaning throughout their
More informationInformation for Parents Curriculum 2015/2016
1 Our Mission Information for Parents Curriculum 2015/2016 Our mission is to: provide an excellent education, within a loving, caring community, based on the life and teachings of Christ and traditions
More informationCambridge Friendship Questionnaire
Cambridge Friendship Questionnaire Please complete the following background information about yourself and then turn over to fill out the rest of the questionnaire. Name:..... Sex:... Date of birth:...
More information9 The Difficulties Of Secondary Students In Written English
9 The Difficulties Of Secondary Students In Written English Abdullah Mohammed Al-Abri Senior English Teacher, Dakhiliya Region 1 INTRODUCTION Writing is frequently accepted as being the last language skill
More information