According to the week 5 guidelines, understanding of the language proficiency levels of Maria and Abed, and brainstorm the potential topics that the teacher can focus on to help them succee

Topic Sentence:

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Topic Sentence:

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Topic Sentence:

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Topic Sentence:

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 According to the week 5 guidelines, understanding of the language proficiency levels of Maria and Abed, and brainstorm the potential topics that the teacher can focus on to help them succeed academically. The strategies for teaching these topics and effectively helping the learners acquire language proficiency will be stated. The action plan for achieving the set objectives in the English class learning sessions will be designed and ways to implement it suggested. Three possible thesis statements that will guide the designing of action plan and strategies that will help the learners in the case study develop higher proficiency in English will be stated.

1. Acquisition Levels –

2. Four Domains of Language (Instructor Guidance)

3. Making Meaning in Language

4. Comprehensible Input

5. Cultural knowledge

1. An analysis of Maria and Abed reveals that they have challenges expressing themselves in written and verbally but setting clear objectives and teaching simple sentence construction will help Mrs. Serpe guide them to successfully write and speak English fluently and openly.

2. An analysis of Maria and Abed reveals that they have challenges acquiring high English proficiency but setting clear objectives and teaching English word pronunciation and writing will help Mrs. Serpe guide them to successfully write and pronounce English words well.

3. An analysis of Maria and Abed reveals that they have challenges reading short stories and practical storytelling but setting clear objectives and teaching them simple guidelines to read and understand comprehensions, and making a simple story tell will help Mrs. Serpe guide them to successfully read and respond to comprehension questions correctly, and express themselves freely (Regalla, 2012).

 An analysis of Maria and Abed reveals that they have challenges reading short stories and practical storytelling but setting clear objectives and teaching them simple guidelines to read and understand comprehensions, and making a simple story tell will help Mrs. Serpe guide them to successfully read and respond to comprehension questions correctly, and express themselves freely.

1. Cabell, S. Q., Zucker, T. A., DeCoster, J., Melo, C., Forston, L., & Hamre, B. (2019). Prekindergarten interactive book reading quality and children’s language and literacy development: Classroom organization as a moderator. Early Education and Development, 30(1), 1-18.

2. Delgado, P., Vargas, C., Ackerman, R., & Salmerón, L. (2018). Don't throw away your printed books: A meta-analysis on the effects of reading media on reading comprehension. Educational Research Review, 25, 23-38.

3. Srinivasan, V., & Murthy, H. (2021). Improving reading and comprehension in K-12: Evidence from a large-scale AI technology intervention in India. Computers and Education: Artificial Intelligence, 2, 100019.

4. Vinayakumar, R., Soman, K. P., & Menon, P. (2018, July). Digital storytelling using scratch: engaging children towards digital storytelling. In 2018 9th International Conference on Computing, Communication and Networking Technologies (ICCCNT) (pp. 1-6). IEEE.

Summary of article entitled “Prekindergarten interactive book reading quality and children’s language and literacy development: Classroom organization as a moderator, authored by Cabell, S. Q., Zucker, T. A., DeCoster, J., Melo, C., Forston, L., & Hamre, B. and printed in Early Education and Development, on (2019).

This article presents research finding on the evidence-based connection between the quality of reading a book and gaining of language and literacy skills among learner in the U.S. the study sampled on 96 teachers and 417 learners across several locations in the U.S. the study examined two moderators which were teacher classroom organization during interactive loud book reading and initial skills level of learners. The findings revealed that interactive loud book reading quality positively increased learners’ language and literacy skill development, determined by teacher extratextual talk examination. Although the quality of interactive loud book reading was insignificantly moderated by learners’ initial skill, interactive reading quality was most beneficial to pre-kindergarten learners with low language and literacy skill. Gain of vocabulary closely associated with classroom organization during the reading session.

The study contributes immense information on the association between loud and interactive book reading and learners’ language and literacy skill gain. The information informs teachers and other educational policy makers on the impact of teacher interactive talk and classroom organization during book reading influence learners language and literacy development. The study concludes that teacher good organization of the classroom, talking and interacting with learner’s matter in vocabulary development.