Vocabulary Workshop Level C Unit 2 Words

[Basa Benejan]

Thecourse aims to equip students with practical and theoretical knowledge of the key methods and concepts linked to the use of storytelling in the primary classroom. Specific learning outcomes include: knowledge of a wide range of texts designed for native speakers (from picture books to traditional tales) suitable for the ESL primary classroom; - knowledge of the most effective narrative techniques for the ESL classroom; - ability to analyse the structures and main characteristics of oral texts, and to confidently select the most suitable texts for use in the primary classroom; - ability to produce original narrative material based on texts analysed during the course; - ability to autonomously design effective storytelling activities for the ESL classroom and produce relevant material; ability to design pre and post-storytelling activities with the aim to help children consolidate newly acquired vocabulary and structures; awareness of the problems that might arise during a storytelling activity and confidence in handling them creatively; - knowledge of classroom language and literary language employed in the texts analysed during the course; ability to design a number of recreational activities with a view to evaluating the outcomes of the use of storytelling in the ESL classroom.

Starting from the academic year 2023-2024, the IV workshops will no longer have a level distinction. All lab groups, regardless of the tutor, will be equivalent. Students will be free to register for any of the available groups on AlmaEsami.

During the workshops, students will be introduced to key principles and theories in language teaching to young learners, which will enable them to carry out group work successfully. Teaching methods will include: use of power point slides for background theory and general revision; analysis of authentic texts; group and individual work; collective oral presentation practice. The following self-assessment tools will also be used during the course: peer tutoring exercises (i.e. speaking practice corrected in class); flipped classroom presentations in which students will present and comment on collectively developed teaching activities. Students will receive regular feedforward from their tutor during oral presentation practice and also during the development of original sets of materials/lessons/assessments.

In order to pass (for the methodological and mixed path) students must demonstrate a good command of the English language (almost level B2), but above all confident command of grammar and syntax at A2 level, as well as pronunciation. Other requirements include: ability to elaborate activities based on picturebooks and storytelling; a good command of key principles related to the use storytelling (e.g. choosing suitable texts, analysing their language and its relationship with illustrations).

Answers to exam questions should represent original and creative contributions. At the beginning of the workshops, students will be provided with an assessment sheet, which will be used to assess exams and collective presentation practice in class.

In order to take the exam, it is absolutely necessary for students to have enrolled on Almaesami. It is not possible to take any exam without formal enrolment. In case of problems with the enrolment process, students MUST CONTACT THE UFFICIO DIDATTICO BEFORE THE ENROLMENT DEADLINE. Once the enrolment lists are closed, no more students can be added.

The academic program at the Junior School encompasses a world of knowledge in various subjects, including language arts, math, social studies, Spanish, science and music. Through engaging coursework and activities, and with the help of caring teachers, the program instills in children a love of learning.

The goal of the art department is to help students develop skills and discipline in the arts. We provide exhibit and display opportunities for the appreciation of the visual arts and encourage students to seek new areas of investigation with a variety of mediums. We strive to promote an appreciation for self-expression and an understanding of the arts and the art-making process as an integral part of the human experience.

Art in PK is a joyful exploration of media and a consolidated expression of learning in many areas. Children have daily access to art materials. Additionally, students have an art workshop period and an art lesson with the art teacher each week. We offer rich experiences in drawing, painting, printing, sculpting, ceramics and textiles.

Young students are introduced to a variety of materials and media to explore during their early years in the art studio, where they build their vocabulary and skills regarding the arts. Students are also introduced to famous artists and the importance and influence of their work. The course enables young children to develop their self-expression, confidence and appreciation of the visual arts.

Students explore the elements of art including form, line, shape, color, texture, space and value. They develop and understand the principles of emphasis, balance, variety, movement, proportion and unity. A wide variety of techniques are explored: drawing, painting, printmaking, ceramics, multimedia and sculpture. Students become familiar with different artists and different cultural artistic traditions, while cross-curricular lessons bring together science, Spanish, social studies and language arts. Students display their work in the school, and their art is used at school assemblies.

Balanced Literacy is a comprehensive program of language arts acquisition. It contains all of the components necessary for students to master written and oral communication. Areas of focus include communication, grammar, handwriting, spelling, writing and reading. Purposeful, frequent assessments ensure teachers are constantly aware of students' individual needs and progress.

Balanced Literacy begins with creating a genuine appreciation for good literature. It includes teaching phonics, grammar skills, reading and comprehension strategies, and writing forms and skills. Direct and indirect reading instruction, shared reading and independent reading experiences are provided. As students progress through the grades, literal comprehension skills are solidified, and the focus expands to making inferences, drawing conclusions, analyzing, evaluating and summarizing. Students read literature from many cultures and gain insight into their own experiences as well as the lives of others.

The literacy goals in PK focus on fostering the love of language and the development of excellent communication skills. Books are an integral part of the classroom. Each day, teachers read aloud from a wide variety of quality literature relating to curricular topics. Children are given frequent opportunities for writing and drawing as expressions of concepts or experiences. Proper pencil grip, hand strengthening and handwriting at a very basic level are also emphasized.

The language arts program in kindergarten strives to meet individual needs through whole group, small group and individual instruction. We use the Heggerty program and the Fundations Phonics program, which emphasizes phonemic awareness, phonics, high-frequency words, fluency, handwriting and spelling. Through a Writing Workshop approach, children learn the basics of the writing process. Students are introduced to a variety of genres to enhance the writing experience. They use both pictures and words to express their thoughts and ideas in written form. Throughout the year, they work on building their stamina, volume and independence when writing. Students also edit, revise, publish and celebrate their writing with their peers.

The Workshop model follows a predictable pattern, which includes a well-focused and condensed mini-lesson, a larger span of time devoted to independent writing and reading, conferencing with the teacher, and students gathering to share. In Writing Workshop, students generate ideas and determine topics that interest them for personal narrative, informational, and fairy tale pieces. Along the way, they receive guidance from the teacher, work through the process with one another, and proudly share their published work.

Words Their Way teaches students to study word patterns through weekly word sorts. Students learn to compare and contrast word features in each category, which helps to increase both spelling and vocabulary.

In Writing Workshop, students participate in teacher led mini-lessons focusing on specific writing strategies followed by student independent writing and partner/group sharing. Writers think about, draft, revise, edit, publish and celebrate their writing. Students also study mentor texts for examples of great writing. Writing units taught during the year include personal narrative stories, personal persuasive essays, realistic fiction stories and informational writing. Writing Workshop is a continuation of the writing program taught at all grade levels. Grammar, spelling, writing mechanics and vocabulary are included daily.

Reading and Writing Workshops are the backbone of the fifth grade language arts curriculum, where students are explicitly taught strategies and skills for proficient reading and writing. Reading and Writing Workshops are structured in similar, predictable ways. After daily, teacher-led, mini-lessons that focus on one or more specific reading and writing skills or strategies, students independently read and write. In reading, students read a variety of genres including: realistic fiction, historical fiction, fantasy, mystery, informational, biography and poetry. During Reading Workshop, they work on skills like visualization, prediction and inference with fictional texts, and they learn how to determine importance, interpret and synthesize expository texts. In Writing Workshop, the students focus first on narrative writing, before moving on to information writing, argument writing and literary essays. Students spend their writing classes generating topics, drafting, revising, editing, publishing and celebrating their work. Grammar, spelling and vocabulary lessons are at times introduced explicitly but more often, embedded into workshop sessions.

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