Specific

  1. The student will be able to describe how we identify the variables of communication.
  2. Following class discussions, the student will demonstrate recognition of when to use vernacular and when to use English when
      teaching.
  3. The student will demonstrate teaching listening skills as bilingual language arts methods note taking from lecture, identifying main
      points, and listening games and music.
  4. After studying various methods of teaching listening skills the student will demonstrate a critical listening lesson, using the Kellogg
      Listening Model, e.g.: story telling with comprehension questions at different cognitive levels.
  5. Each student will identify criteria for early childhood readiness education for developing: student self esteem, psychomotor skills,
      directionality, symbol recognition, symbol making, and demonstrate teaching a readiness lesson in vernacular or English.
  6. The student will model teaching handwriting criteria for manuscript and for cursive handwriting including handwriting instruction for
      right and for left handed children, and correction strategies for handwriting problems.
  7. The students will demonstrate teaching writing instructions for: copying, scramble, statements to questions, questions to
      statements, placing missing words, in English and transferring these to vernacular.
  8. The student will be able to demonstrate mnemonics, spelling bee, spelling rules, and spelling activities as teaching spelling methods
      in vernacular or English.
  9. The student will be able to diagnose a child's spelling difficulties and prescribe an individualized program for correction.
10. Given established rules for punctuation and capitalization each student will plan and practice teach a demonstration lesson for an
     assigned grade, to the instructors satisfaction.
11. Each student will demonstrate his/her ability to write a composition in vernacular.
12. The student will identify at least one strategy to help children write composition for different grade levels of the elementary
     schools, in vernacular and/or English.
13. The student will recognize how to use children invented spelling in composition.
14. Each student will demonstrate how to teach writing a composition in English with minimum spelling, tense, punctuation, or
     paragraph error, through "polish the prose"
     method of self and collaborative correction, and apply this technique to vernacular composition writing.
15. Grade level of personal composition as well as reading books and identify a strategy to up grade composition levels.
16. Each student will poetry writing in at least 3 accepted formats as a prelude to teaching poetry to children, including poetry in
     vernacular.