Last Class 5/24/12

Thanks everyone for such a great semester! Grades will be posted in a few days. 

Class on 5/17/12

HOMEWORK: Study for Final on 5/24/12, finish Lab hours and Final Resume

Whole class practiced writing a paragraph answering the following question:

What important points did you learn this semester?

Students took a practice quiz on 15 common irregular past tense verbs

Students answered and then discussed the following questions:

16. Which of the following Education Pioneers was a woman?

A. Locke

B. Piaget

C. Montessori

17. If you work in a day care center, what can you control?

A. Children’s feelings

B. Classroom environment

C. The weather

18. Do all children normally progress through distinct stages?

A. True

B. False

19. Head Start is a

A. State Program

B. Local Program

C. Federal program

20. What is NAEYC responsible for?

A. Administering Head Start programs

B. Regulating the free food program

C. Setting high standards for child care.

21. What is Patty Smith Hill famous for?

A. Studying diseases in small children

B. She wrote the “Happy Birthday” song

C. She wrote about infants and their caregivers

22. What is not true about the origin of Kindergarten

A. The first Kindergartens in the United States were taught in Italian

B. Kindergartens started in Germany

C. In the United States Children do not have to attend Kindergarten

Class on 5/10/12

Small group discussed "What elements make a class presentation successful?" Then the whole class discussed and the instructor wrote some of the points on the board. There was also a mini-lesson regarding the building strength of the phrases. "you should... you have to... and you must..."

Students then worked individually to write a paragraph answering the same question.

Instructor then shared examples of last week's paragraphs and students own comments and grades of those paragraphs.

Whole class read through of "Word Pictures" and the fact that while children are individuals and have unique personalities they all progress through the same developmental stages and the time period for those stages while variable do follow scientifically proven time periods.

HOMEWORK:
Students were assigned one section of the Word Pictures (pages 99 through 108). Study your section including looking up words that you don't know in the dictionary. (Instructor warned all that he will ask question about some of the word's meanings.) Then chose 3 or 4 words (some times they are short phrases) that best describe their assigned developmental age. Be prepared to discuss/present in class. 


Study for Quiz on 5/17/12: all irregular past tense verbs studied previously


Assignments for absent students:
Rosa= Physical Motor for 5 year olds (page 108)
Lidia M. = Language for 5 year olds (page 108)
Palmira = Social Emotional for 5 year olds (page 108)

Class on 4/26/12

Whole class reviewed process to write a paragraph
Quiz # 3 on Common Irregular Past Tense verbs

Discussion of Skills from other jobs that are relevant when applying for Teaching positions



Homework: Use the Resume Template below to make your own Resume: Review the whole document. Remember that you will need to erase a lot of the information or replace it with your own. Chose only one sentence under Objective (or write your one sentence).

Your Name

1281 Old West Drive

Redwood City, CA 99999

Tel: 555-555-5555

yourname@gmail.com

Objective:      To obtain employment in education

                                   To work for an accredited preschool

                                   To use my teaching experience and nurturing skills to help children 

Education: Cañada College, Redwood City, Teacher Credential

                                         Estimated Completion Date May 2014

Early Childhood Education Courses Completed:

• ECE 201
• ECE 262

English as a Second Language Courses Completed:

• ESL 880

Other Courses Completed:

• CBOT 430 Computer Applications, Part I
• CBOT 472 Beginning Word Processing

Early Childhood Education Certificate, In Progress                                                                                      

GED, Sequoia Adult School, Menlo Park, CA                                                                                

BA in Public Administration, University of  Mexico

Colegio de ____________, Guatemala

Over seven years of experience and trainings in Child Development field

Work Experience:

ECE Teacher, Creative Montessori, 2010 to present

• Planned lessons
• Prepared the classroom
• Was a leader and a great model for all my students
• Taught curriculum

Teacher Aid, ABC Preschool, August 2008 to 2010.

·           Helped the teacher to prepare the class

·           Prepared the snack

·           Helped with bathroom duties

·           Checked and assisted with homework

·

Administrative Assistant, Target, Redwood City, CA   2008- Present

• Organized invoices and filed company documents
• Conducted inventory
• Made bank deposits

Store Assistant, Pericos, Colima, Mexico  2009

• Checked inventory weekly and ordered merchandise
• Paid invoices for merchandise
• Stocked and displayed newly arrived merchandise
• Paid bills for store operations

Nanny, with ___________ Family 2006 to 2008

• List Job duties
•  
•  
•  

Skills:

Project Planning                                    Leadership

Tutoring                                                          Public Speaking

Coordinating Groups                       Bilingual (Spanish)

ESL adaptation                                      Working with Learning Disabilities

Volunteer Experience & Extracurricular Activities

Singing in __________Choir

Play (instrument)

Church Group: organized________, 2006 to 2007

Volunteer at Ceasar Chavez Elementary School, Redwood City, 2003 to 2005

Student Leadership in Latinos Unidos Club, 2010

Experience working with Special Needs child at __________meeting at 2008 to 2009

Enjoy hiking, bicycling, Aerobics (Zumba, etc)

                    

Class on 4/19/2012

Warm up Activities:

Whole class reading on Patty Smith Hill. Total Physical Response (follow the leader).

Whole class practice last set of irregular past tense verbs. Students acted out verbs in front of class and wrote correct spellings on the board. 

Students took a practice quiz on the following verbs:

sang                  said

spoke                took

slept                  understood

thought             spent

woke                wrote

Students corrected each other's work. The professor emphasized need to study.

Discussion of required lab hours. Only Assignment #1 through 4 are needed.

Students practiced dialogue on handouts/worksheets. Emphasis was past tense yes and no questions. 

Professor lectured on importance of To Do as both a real verb and an auxilary verb. 

Homework: Finish sections 1 through 4. Absent on 4/19/12? Email Garth and he'll send you an email copy.

 

Class on 3/29/12

Reminders:
No Class on April 5th and No Class on April 12th.
Do some lab hours and visit the Learning Center at least once.

Summary of Class Activities
Class practiced use of don't in context of foods they like and dislike.

Whole class review of Quiz #2

Whole class discussion and celebration of 2 examples of successful paragaraphs. Student re-wrote paragraphs individually.

The instructor demonstrated the grades so far and the documentation of missing assignments.

Homework:

Write a paragraph about Patty Smith Hill (page 26) or about the history of Kindergarten in the US (pages 24 and 25). Study the last of the Common Irregular Verbs (from 1/2 sheet).  Possible activity with a Tutor? Write a sentence for each verb on the list and read aloud with the tutor and have the tutor correct and you re-write sentences.

Class on 3/22/12

Students practiced individually writing sentences with our past tense verb list. Sentences were shared with the whole class and discussions on the synonyms of hear, here (and the similarities of heard, hurt, herd) were discussed. Class also discussed the phenomonen of hording or being a horder.

The instructor highlighted two good examples of recent paragraphs. Then returned corrected paragraphs and students did re-writes in class.

Students took Irregular Verb Quiz # 2

Homework:
Read about Patty Smith Hill on page 26 (don't have the book yet? Then google some information):
Be prepared to write a paragraph next Thursday about Patty Smith Hill, or the Kindergarten information form pages 24 and 25.

Class on 3/15/2012

Work place phrases: Students wrote sentences asking a hypothetical boss to leave early. Instructor wrote some examples on the board and made connections to last weeks "excuses for being late." Whole class discussed the need for clear assertive language and how this language is often different from formal and "polite" language.

Instructor discussed the successes of some students in writing a paragraph on Rousseau and his grading/marks on all homework. Instructor made it clear that all paragraphs without a check plus" had to be re-written. Also some students were instructed to work directly with a tutor. Corrected paragraphs and Quizzes were returned to students. Common errors on quizzes were explained.

Students practiced pronunciation of 2nd set of common irregular past tense verbs (middle row of half sheet given to students 4 weeks ago). Students then wrote 3 sentences about themselves that answered the following question: What accomplishments did you have in the past year?

Sentences were read and corrected by the instructor and re-distributed to other students. The instructor then explained that each person had the "text" of another student. They have to write a paragraph about that person's accomplishments. They can quote one time but must re-write the other 2 accomplishments/sentences.


Homework:

Write a paragraph about your compañera or a friend (see paragraph above).

Study the 2nd set of past tense verbs (there will be a quiz)

Read page 23 to 25 on Kindergarten (don’t read Patty Smith Hill) and there will be one quiz question on this reading too.     

Class on 3/8/2012

Warm up Exercise: Scenario: your boss asks you: "Why were you late?"Individuals tried to write 5 good excuses. Later some answers were volunteered and written on the board. The instructor corrected some sentences for grammar. After a dozen examples the class discussed their strengths (note: all were assumed to be true statements). Some themes from discussion included that strong answers needed to be conventional:
"My alarm clock did not go off" is better then " My alarm clock did not ring."
Traffic was terrible" is stronger than "Traffic was very heavy."
Also strong answers blamed inanimate issues outside of the person. "The person I carpool with was late" is stronger than "My sister picked me up late."

Students took their first Quiz on common simple past tense verbs.

Class discussed the lab hours that are due at the end of the semester. Students turned in their paragraphs on Rouseau.

Whole class offered up a question for the instructor. The teacher then created a paragraph and then the students critiqued it to see if it had all the elements of a paragraph that the class has been practicing.

Students then formed small groups to discuss the following question. The small groups tried to out line or write sentence but not to attempt a paragraph. What important topics were discussed last night in Mr Palma's class? The instructor circulated to see how groups were progressing

Homework: Take the ideas discussed and write a paragraph to answer the same questions (in bold above).

Class on 3/1/2012

Homework: Write a Paragraph about Rouseau

Class on 2/23/12

Whole class listened to instructor model pronunciation of Maria Montessori paragraphs. Students practiced reading out loud in pairs the pages on Montessori. Individuals contributed their sentences on Montessori. Whole class practiced a paragraph together.

Whole class took a tour of the Learning Center. They learned about the importance of signing in, how to make an appointment for a tutor (ESL tutors are available for one-on-one help 5 days a week!)

Individuals attempted paragraphs by themselves on Locke.


Homework: Read page 16 on Rouseau. Write 4 sentences (only one can be a quote). If you are ready put your 4 sentences in paragraph form. 

Class on 2/16/12

Students recounted sentences about what they did over the weekend while the instructor placed the verbs they used into two categories: irregular and regular simple past tense verbs. The instructor also pointed out that verbs ending in the letter T and D are pronounced with an extra syllable when the "-ed" is added to the end of the verb. Students then wrote their own simple past tenses and shared example with the whole class.

Instructor passed back corrected autobiographical paragraphs. He demonstrated (two scanned examples) how two paragraphs were edited/corrected and explained typical references that are used. The importance of making mistakes was reinforced and also the importance of rereading and REWRITING corrected work. Students then worked independently to re-write their paragraphs.

Students then wrote a paragraph based of the following questions. "What did you do last Saturday?" The instructor reinforced how to turn the question into a statement and student were asked to use the instructor first sentence example as their own. The instructor circulated to make sure that students understood the assignment, used the assigned first sentence and that they indented the first sentence.

The instructor prepared the students that next week would include a "Field Trip" to the Learning Center.

Homework: Read page 18 and 19 about Montessori. Write 4 sentences about this important educational pioneer. 2 sentences can be quotes (copied from the book but with quote marks) but 2 sentences must be in your own words.

Class on 2/9/12

Students read three paragraphs where the punctuation had been taken out. Students wrote in where they thought the periods should go. The instructor read the paragraphs with emphasis on sentence endings and students read along checking their work.

Professor lectured regarding the rules of writing a paragraph.
1. Three to five sentences on the same topic
2. The first sentence gives an introduction (it is the sign on the door)
3. Sentences have a logical or chronological order
4. First sentences is indented

Students took notes and then wrote their own autobiographical paragraphs. The instructor circulated and corrected/edited some paragraphs. At the end some students volunteered to read their paragraph.

Students worked in groups of three to read one of the first paragraphs of the class's text. Then they reported out what they thought was the best sentence to represent the paragraph. Instructor began a discussion of the difference between quoting and copying.

Homework: read page 15 and 16 about Cornius and Locke only. Students will write out two quotes for each pioneer (4 sentences total). 

Class on 1/26/12

Email homework question (as we discussed only 5 students need to reply): Why did class end early?

Class Summary: Each student interviewed a fellow classmate. Students were given a set of questions (and some sample answers). Then students reported to the whole class about the student they interviewed. Answers were generally in the third person and present tense.

Answers sounded like this: "She hates garlic. One of her favorite foods is enchiladas. On weekends she goes to church. She visits her family. She does laundry."

Whole class reviewed the blog address and the reason for the blog. One students described it as the blog is the "wall" where information about the class is posted. Students saw a demonstration of Gradekeeper where the instructor keeps track of homework and other assignments.

Homework for February 2nd:
Bring your copy of Beginnings and Beyond and your dictionary.

Class on 1/19/12

First Class Assignment:

What did Garth drink in class?

Email the answer to your teacher before Thursday's class.

Lab Hours Information Spring 2012

ESL 880                                                               

Lab Hours

Our class includes 8 lab hours. Here are the first 4 assignments you must complete. This work must be done in the Learning Center (or the Saturday Learning Center in the Library).

These assignments satisfy two goals: increasing your vocabulary/reading skills and requiring that you practice your computer skills.

Assignment #1

1. Sign in at the Learning Center
2. Go to the vocabulary website: http://legacy.lclark.edu/~krauss/toppicks/vocabulary.html
3. Look at the sites and find the Englishpage
4. On English page find                                                                                                                          Advanced Vocabulary Lessons
5. Read “Changing Jobs”
6. Email me the very last thing that Barbara says. (Use Quotes and copy the last sentence)

Assignment #2

1. Sign in a the Leaning Center
2. Buy a print card
3. Click on      http://www.englishclub.com/esl-quizzes/vocabulary-quizzes.htm
4. Find and take Phrasal Verbs Quiz and Phrasal Verbs Quiz 2
5. Retake quizzes until you get 90% or better
6. Print one page showing you’re your score from each quiz (2 pages total).

Assignment #3

1. Sign in at the Leaning Center
2. Get a headset and microphone
3. Find a Computer with the Yellow dot and use the Pronunciation Software
4. Find Instructional aid to certify that you used the Pronunciation software

Assignment #4

1. Attend one workshop or use an ESL Tutor at least one time. 

More information forthcoming regarding current workshops.

Class Syllabus

Instructor: Garth Bunse

Cañada College ESL 880 CC   EZL                                                                    

Spring 2012                                                                                                                                 

CRN:      43161   

ESL 880 Language Skills for Workforce Careers

One Childhood/Two Languages Learning Community Course

Syllabus

Dates: January 19, 2012 through May 24, 2012 (Thursdays)                  Time: 7:05 pm – 10:00 PM

Room: 13-15

Course Description: This is a companion course to the Early Childhood Education Course 210: Early Childhood Education Principles and specifically Mauricio Palma’s ESL 210 Principios de la Educación Infantíl. Through various English and ESL exercises students will strengthen their concurrent studies of the historical perspectives and the exploration of ECE program models themes. Students will develop beginning level English skills, including extensive practice with the correct use of present tense and the conjugations of To Be. In written work students will learn how to write various types of sentences and paragraphs tailored to the child development work force.

Assigned Textbooks:

                              

Beginnings and Beyond, Foundations in Early Childhood Education, 7e; Ann Miles Gordon and Kathyrn Williams Browne (in English)

A Large English Dictionary (Miriam Webster’s Dictionary is recommended)

Materials:

Notebook/Journal, folder, pencils or pens

Course Requirements:

¨        Attendance: Come to class every day on time. Class meets only once a week so if you miss three classes you will be dropped.

¨        Class Participation: Talk in class, ask questions, listen respectfully to classmates and demonstrate your enthusiasm.

¨        Access to a Computer (at home or in the Learning Center) for 8 TBA Hours  (see attached)

¨        Homework: You will have homework after every week including reading and journal writing

¨        Quizzes, Midterm Test, Oral Presentations, Writing Project and Final Exam

The grammar component of instruction will focus on the following:

·     The present tense of BE: affirmative, negative, yes/no questions, short answers, and wh-questions

·     The simple present tense: affirmative, negative, yes/no questions, short answers, wh-questions)

·     Spelling and pronunciation of 3^rd person –s form

·     Irregular verbs (have, go, and do)

·     Verb comparisons: the present tense of BE vs. the simple present tense

·     This, that, these and those

·     Prepositions of location

·     Prepositions of Time (in, on, and at)

·     There is and there are (including questions and short answers)

·     Imperatives

Final Grade Breakdown

Homework                                          30%

TBA                                                       15%

Quizzes and Midterm                     20%

Writing Project                                  10%

Oral Presentation                              10%

Final Exam                                          15%

                                                           100%

Week 2                                                                                                    Introductions, Orientations

                                                                                                                          Writing Samples, Present tense To Be

Week 3                                                                                                   Journal Entries Introduction: First School Memories

                                                                                                                          To Be practice and To Be quiz

Week 4                                                                                                    Chapter 1: Locke, Rousseau, Montessori, Webster’s Dictionary, and Kaiser

                                                                                                                          The Class Tool, Field trip to Learning Center

Week 5                                                                                                    Chapter 2 and Appendix B

                                                                                                                          NAEYC, Body and Emotional States Vocabulary and the accident report    

Week 6                                                                                                    Chapter 3 Reflections / Journal Entries on Defining the Young Child

                                                                                                                          Body/Emotion Vocabulary Quiz,

Week 7                                                                                                    Quiz/Test Theories

                                                                                                                          Answering the Phone and Calling in Sick

                                                                                                                          ASQ and The Vocabulary of Assessment

Week 8                                                                                                    Reflections / Journal Entries on Chapters 4, Appendix C

                                                                                                                          DRDP and The Vocabulary of Observation

                                                                                                                          Action Verbs of the Industry Quiz

Week 9                                                                                                    Reflections / Journal Entries on “Who are the Teachers: Chapter 5”

                                                                                                                          Head Start

                                                                                                                          DRDP and The Vocabulary of Observation

Week 10                                                                                                 Reflections / Journal Entries on Creating Environments

                                                                                                                          ECERS vocabulary

Week 11                                                                                                 Preview Midterm, 1^st

                                                                                                                          Chapters 6 and 7

Week 12                                                                                                 Midterm and Reflections / Journal Entries on Chapters 6 and 7

                                                                                           

Week 13                                                                                                 Chapter 8: Principles of family support, Parent Groups

                                                                                                                         

Week 14                                                                                                 Chapter 9: TBA Folders Due

Week 15                                                                                                 Chapter 10

Week 16                                                                                                  Resume Workshop and Reflections on ECE 210 Group Projects                                                                                         

Week 17                                                                                                 Reflections / Journal Entries on ECE 210 Group Projects

                                                                                                                          Resume Drafts, Children’s Literature Oral Presentations

Week 18                                                                                                 Reflections on Group Projects Resume Drafts, Oral Presentations

Week 19                                                                                                 Final Exam Preview and Final Resumes Due

                                                                                                                          Children’s Literature Oral Presentations

Week 20                                                                                                 Final Exam