Teaching Language Development

Review the Common Core California standards for Language Arts at your desired grade level.

Describe your responsibility for teaching Language Arts, given Chomsky's Theory of Language Development and given those CA Language Arts standards.

Who is Noam Chomsky?

Noam Chomsky was born on December 7, 1928 in Philadelphia, Pennsylvania. He is not only American linguist, but a theorist, political scientist and is widely accepted to be the father of modern linguistics. A professor in the Department of Linguistics and Philosophy at MIT- Massachusetts Institute of Technology since 1955. He has been a teaching for more than 60 years.

 In fact, according to Crain (2011), “Chomsky is not only a linguist; he is also an expert on foreign affairs. He was one of the first intellectuals to speak out against the U.S. war in Vietnam, and he opposed American military interventions in Afghanistan and Iraq. Many of his academic colleagues disagree with his radical politics, but they almost unanimously recognize his accomplishments as a linguist. He has been awarded numerous honorary doctorate degrees and is widely considered one of the great minds of our time.” (p.352)

Chomsky’s and Learning Theory- Chomsky suggests that language is something structured by children themselves. Hearing only a fragmentary body of speech, the nevertheless discover its rules, guided by an innate sense of what the rules must be like. Learning theorists, in contrast, believe we must look to the social environment for the source of linguistic patterning. Language, in their view, is shaped primarily by others through operant conditioning or through modeling influences. (Crain p. 362)

Crain states: “the lesson to be gained from Chomsky’s work is this: Since children independently master and intricate system of grammatical rules, we should respect their independent efforts.” (Crain p.371)

What I also understand as an educator is that it is vital to understand the mechanics behind learning the skills of the English language. As we are able to recognize, we are more apt assist the student when problems arise. Knowing a student is struggling in reading and having the foresight to direct, swift intervention.

English language teaching has become more complicated. The objectives have a complex aspect. Lesson planning needs to reflect not only the linguistic and literary aspects of language but also the human and social areas.

I consider the bonds within children and their families are the essential basis for a bright kindergarten experience. As a teacher, I share the responsibility with parents for teaching their child.

I believe that Kindergartners deserve a differentiated literacy program within a enjoyable, caring environment. As people must be valued, celebrated, so should a student. By integrated caring into the literacy curriculum and developing the student’s love of learning. I will forever strive to keep the enjoyment and enchantment of learning in my classroom, as the continual demands and requirements of students and teachers change towards the Common Core Curriculum.

Thus, my teaching philosophy is best summed up by and a quote from Noam Chomsky:

“Education must provide the opportunities for self-fulfillment; it can at best provide a rich and challenging environment for the individual to explore, in his own way.”

Clark County School District-K-5 English Language Arts/Reading Overview

This document was printed from Document View in the CCSD Curriculum Engine and is intended to support the curriculum of the Clark County

School District. Only electronic versions are controlled. Curriculum and Professional Development Division http://curriculum.wiki-teacher.com

Page 4 of 4 Rev. 05/20/2011

College and Career Readiness Anchor Standards for Language

Conventions of Standard English

1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Knowledge of Language

3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Vocabulary Acquisition and Use

4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by suing context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

 6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.

California College and Career Readiness Anchor Standards for Reading

The K–5 standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond to the 

College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.

Key Ideas and Details

1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to 

support conclusions drawn from the text.

2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Craft and Structure

4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific 

word choices shape meaning or tone.

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) 

relate to each other and the whole.

6. Assess how point of view or purpose shapes the content and style of a text.Integration of Knowledge and Ideas

7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.*

8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the 

evidence.1

9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Range of Reading and Level of Text Complexity

10. Read and comprehend complex literary and informational texts independently 

and proficiently.

*Please see “Research to Build and Present Knowledge” in Writing and “Comprehension and Collaboration” in Speaking and Listening for additional standards relevant to gathering, assessing, and applying information from print and digital sources.

References

California Department of Education. (2014). A Look at Kindergarten in California Public Schools and the Common Core State Standards Retrieved from:  http://www.cde.ca.gov/ci/cr/cf/documents/glckindercurriculum.pdf and Content Standards Web page at http://www.cde.ca.gov/be/st/ss/documents/elacontentstnds.pdf.
                                                                 

Nevada State Board of Education. (2014). NEVADA ACADEMIC CONTENT STANDARDS FOR ENGLISH LANGUAGE ARTS &LITERACY IN HISTORY/SOCIAL STUDIES, SCIENCE AND TECHNICAL SUBJECTS Retrieved from:  http://www.doe.nv.gov/Curriculum_Standards/
      http://curriculum.wiki-teacher.com

Crain, W. (2011). Theories of Development (Concepts and Development). Upper Saddle River, NJ. Pearson Education.

Grade Level Learner Attributes

You will develop a Doppleganger, an imaginary student, of your chosen grade level. Describe the range of normal (expected) physical, emotional, cognitive, psychological, moral and social attributes for that grade level student, your Doppleganger.

Jeremy, is a six year old boy just finishing Kindergarten. He is ready for 1st grade to start today, but sadly he must wait till September. He has brown hair, blue eyes, he average size a boy for his age. He plays soccer and for the on base team and likes riding horses when he can. He enjoys his new skill reading! He is very outgoing and likes to play with his friends. He likes structure, so unless it chaos time, he is trouble free. He was named the "Be Kind" student for his kindergarten class, well deserved as he likes to help others when they are struggling. He is a middle child and looks after his younger brother and enjoys playing with his older brother. His parents though active duty military are very active in his learning, volunteer frequently when need at the school and dad coaches his soccer team. He is a very happy child and seems to be well adjusted despite the frequent work separations from his parents.

 "Parents can help this process by easing their authority somewhat and by permitting children to participate with them as equals on interesting projects. In this way, parents can help children emerge from the crisis of this stage (superego) with a strong sense of purpose," the courage to envisage and pursue valued goals," unimpaired by guilt and inhibition (Erikson, 1964, p. 122)"(Crain pg. 289). 

Using the theories in our book his parents are helping to establish a health normal adjusted child.

Crain, W. (2011). Theories of Development -Concepts and Development. Upper Saddle River, NJ. Pearson Education

Rita Pierson's Funny and Inspiring TED Talk | TED Talks Education | PBS

Rita Pierson's Funny and Inspiring TED Talk | TED Talks Education | PBS

Rita Pierson: "Build relationships with your students."

“We’re educators. We’re born to make a difference.” – Rita F. Pierson

We mourn the passing of educator Rita F. Pierson who died on June 28, 2013, at the age of 61. We were honored to have her contribute to TED Talks Education last May. Her passionate and powerful speech on that program moved viewers around the country and quickly became a fan favorite. We will never forget the difference Pierson made through her tireless work as both an educator of 40 years and a staunch anti-poverty advocate.

Read TED’s moving tribute remembering Rita F. Pierson.

The difference Pierson refers to is not only helping students learn, but being a positive force in their lives. In her TED Talk, she calls on teachers to build relationships with their students, no matter how challenging that may be. Pierson shares examples of gestures large and small to bolster students’ self-esteem, down to how she marked a quiz that a student had failed.

“Every child deserves a champion—an adult who will never give up on them, who understands the power of connection, and insists that they become the best that they can possibly be.”

“I gave [my students] a saying to say: ‘I am somebody. I was somebody when I came. I’ll be a better somebody when I leave. I am powerful, and I am strong. I deserve the education that I get here.’”

Why I decided to become a Teacher....

It has been I dream of mine for quite some time to return to college, as my two children were finishing high school I was able to do just this. In 2007 I started with Clark County School District as an Instructional Assistant for AM/PM Kindergarten classes. My idea was to test the waters before becoming a teacher. But, then sadly after a year at Ruthe Deskin Elementary School my job was eliminated due to budget cuts.

Quickly I received a new opportunity this time in a Full day Kindergarten program at Lomie Heard Elementary School. I loved my “job,” though it did not feel like a job to me, as I enjoyed listening and learning from the children each day.  I enjoyed it so much I thought, well here I will stay, helping Kindergartners discover reading and so much more, what could be better? The budget again having different plans for me discontinued the full day Kindergarten program and with it went my job once more.

A friend was leaving her assistant position to move and the PE assistant was available at Lomie Heard. It was not my intention to stay very long, but again I was having fun and let’s face it the only down side was the pay, the benefits were still great and I needed them.

Then after two years and much hemming and hawing about losing medical benefits I took a leap of faith and gave my resignation, start school full-time and applied for my substitute teaching license. The day I received my license two friends contacted me both going on maternity leave, sadly only able to accept one, I started the week after school began the fall of 2013 as long term guest teacher for 4^th grade again back at my old friend Lomie Heard Elementary school. Then the Art Teacher had surgery after that and again I was a long term, very fortunately at the same school. Loving it!

Then that November the school district decided to reduce kindergarten class sizes, so I was fortunate to pickup my very own kindergartener class in January 2014. This was a truly amazing opportunity to learn and teach. I met the most amazing students who taught me so much that I could have never learned on my own.

I think all students crave to learn. It is their questions and discovery that motivate me in my job. I believe it is our job as teachers to motivate students with learning, exploring, examining, discovering and inquiring. As children are natural and curious explorers.

It is my hope to instill in my students what my mother always told me, that they can accomplish anything they set their minds to. We can give our children these building blocks through education to use in decision making situations, moral value of their thoughts and actions. This will guide them to realize how their actions and decisions will affect themselves and others.

Cultural Influence

Take the Cultural Inventory found in Unit 2 Lecture Topics Menu option. Introduce yourself by describing your social context and human development.

Social and Cultural aspects can have a profound impact on a child's learning. I found in Erikson’s theory, eight stages of development unfold as we go through life. At each stage, different developmental tasks confronts individuals with a crisis that must be resolved. According to Erikson, this crisis is not a catastrophe but a turning point marked by both increased vulnerability and enhanced potential. The more successfully an individual resolves the crises, the healthier development will be. (Crain p.281-305)

I am the second daughter in a family of 5 girls. My Father grew up in a loving household in North Dakota. He is the fifth child in in a family of 4 boys and 2 girls. His father graduated from from Iowa State College now University in 1913 with a degree in Agriculture. My Mother also grew up in a loving household in Illinois on a farm, she is the third child in a family of 3 boys and 4 girls.

I was raised in a large family as were my parents, my reading and library time was my fortress of solitude. I had built in friends and still remain good friends with all of my sisters. As my mother was an RN we rarely had soda in the house. Being a farm girl as well our meals were very healthy. Processed food was not something we had very much of. Sign of the times, microwaves were not invented till later in my life. Television was limited to one hour during the week and two on the weekends (another sign of the times). Education was of first and foremost importance and even though you might not like your teacher, he or she was to be respected.

I learned quite a bit from my large family. We all shared the love of reading. One of my hopes as a teacher is to share that love of reading. 

Social context and human development

Cultural Inventory

Cultural Self-Assessment I

• How many children are in the family in which you were born? 5
• What is your birth order? Second daughter
• What were some of the roles of the sons in your family? No sons. The daughters? Everything from babysitting, cooking, yard-work.

§  What is the education level of your parents? College and graduate school

• Your grandparents? College
• What language do your parents speak? English, French
• Your grandparents? French, German & English

Cultural Self- Assessment II

• What are the rules of your family regarding courtship and marriage? Be happy and choose with your heart.
• What special occasions do you family celebrate? Everything that can be celebrated, should be.
•  What special foods are prepared? Depends on what the occasion, if honoring someone then what their favorite food is.
• What is the birthplace of your parents? Mid West –USA
• Your grandparents? Mid West –USA
• To what culture do your parents belong? American Your grandparents?French/German/American

5 Learning Theories

Although there are many different approaches to learning which interest me, I would like to concentrate on the 5 different Learning Theories that have stood out to me: 
Locke, Piaget, Vygotsky, Erickson and Bandura.

John Locke was the father of environmentalism and learning theory; his heirs are scientists such as Ivan Pavlov and B. F. Skinner. (Crain p. 3)

Locke is recognized for the theory children are shaped by their life experiences and perceptions of those experiences.

His principles of learning the principles of association, repetition, modeling, and rewards and punishment all became cornerstones of one or another versions of modern learning theory. (Crain p.11)

Today’s teachers see the value in Locke’s theories and consider modeling to be a strong teaching tool.

Jean Piaget-“The principle goal of education is to create men who are capable of doing new things, not simply of repeating what other generations have done - men who are creative, inventive and discoverers” 

In all psychology, few theorist are as important as Jean Piaget, (1860-1980), who forged the single-most comprehensive and compelling theory of intellectual development. (Crain p.120)

Piaget-Periods of Development Sensorimotor Intelligence birth to 2 years During this stage, infants and toddlers acquire knowledge through sensory experiences and manipulating objects. Preoperational Thought 2 to 7 years At this stage, children learn through pretend play but still struggle with logic and taking the point of view of other people. Concrete Operations 7 to 11 years Children at this point of development begin to think more logically, but their thinking can also be very rigid. They tend to struggle with abstract and hypothetical concepts. Formal Operations 11 to adulthood The final stage involves an enhanced logic, the ability to use deductive reasoning, and an understanding of abstract ideas. L.S. Vygotsky (1896-1934) Zone of Proximal Development Most teachers would probably agree with Vygotsky’s general view point. They would agree that it is their job to move the child’s mind forward and to this they must directly teach children new concepts, not wait for them to make their won discoveries. At the same time, teachers know they cannot teach any cont to any child. They cannot, for example, effectively begin teaching algebra to most first-graders. Teachers need way of determining the kinds of lessons children are ready for. (Crain p. 244) Vygotsky call the distance that children can perform beyond their current level the zone of proximal development. More precisely, he defined the zone as the distance between the actual developmental level as determined by the independent problem solving and the level of potential development as determined through problem solving under adult guidance or in a collaboration with more capable peers. (1935, p. 86) (Crain p. 244) In play a child always behaves beyond his average age, above his daily behavior. In play it is as though he were a head taller than himself.       -Lev Vygotsky

Erick Erickson

Among the advances in the psychoanalytic theory of development, none has been more substantial than that made by Erik H. Erickson (1902-1994). (Crain p.281)

Age	Freud Stage	Erikson’s General Stage
Birth to 1	Oral	Trust vs. Mistrust: Hope
1 to 3	Anal	Autonomy vs. Shame, Doubt: Will
3 to 6	Phallic (Oedipal)	Initiative vs. Guilt: Purpose
6 to 11	Latency	Industry vs. Inferiority: Competence
Adolescence	Genital	Identity vs. Role Confusion: Fidelity
Young Adulthood		intimacy vs. Isolation: Love
Adulthood		Generatively vs. Self-Absorption,  Stagnation Care
Old Age		Ego Integrity vs. Despair: Wisdom

"There is in every child at every stage a new miracle of vigorous unfolding." -Erik Erickson

Albert Bandura (1925)

Like Piaget, Bandura sees the child as an active agent; the child induces rules and grasps concepts. But Bandura’s emphasis is much more on the way the external environment-especially models-influences the kinds of concepts children learn. (Crain p. 315)

...therefore there is a need for external variables like rewards and punishments (and models).

This relates to attachment to specific models that possess qualities seen as rewarding. Children will have a number of models with whom they identify (parents or elder siblings, or could be fantasy). The motivation to identify with a particular model is that they have a quality which the individual would like to possess.

Teaching and Learning Styles

How will your teaching and learning style affect your teaching and your students' abilities to be successful?

My personal learning style is activity which I believe will is beneficial in teaching the younger grades, such as Kindergarten. I believe most of our experiences can be learned from. Equally important to self-discovery is having the opportunity to study things that has meaning and relevance to one's life. Developing a program around student interests fosters intrinsic motivation and stimulates the passion to learn.

I hope to foster mutual respect for and celebrate everyone's individuality, uniqueness, and multiculturalism. My view of a Kindergarten teacher's job is seen as the facilitator of the learning experiences, guiding through structured independence. 

Personality Test Results

My personality test results through the Kisa Personality Inventory was ENFJ:

Extraverted (E) 68%     Intraverted (I) 32%

Intuitive (N) 73%       Sensing (S) 27%

Feeling (F) 90%          Thinking (T) 10%

Judging (J) 73%          Perceiving (P) 27%

I also took the MMDI Personality type test at: http://www.teamtechnology.co.uk/mmdi/online/ 

Results were =  ESFJ 75% + ENFJ 79%

Both reports appear to go with with the and what I believe about my personality traits.  I feel the numbers are correctly portrayed as Extroverted 68% and Introverted 32%, while I do enjoy being a part of the group, I also can be introverted at times. Growing up in a family of 5 girls had a strong hand in that outcome I believe.  I see myself as intuitive of students needs, so the numbers of Intuitive (N) 73% and Sensing (S) 27% stand to reason. When looking at the next percentages I was not surprised at Feeling (F) 90% and Thinking (T) 10%, I have been told I have tendency to care too much (though I will argue every time how much is too much). :-)
Judging (J) 73%  and Perceiving (P) 27% I was unsure about till I read the following.

motivated  

The following is an excerpt from Judging or Perceiving Myers & Briggs Foundation: 

I prefer a planned or organized way of life, like to have things settled and organized, feel more comfortable when decisions are made, and like to bring life under control as much as possible.

“Do not confuse Judging with judgmental, in its negative sense about people and events. They are not related.” (I found this reassuring)

The following statements generally apply to me:

o I like to have things decided.

o I appear to be task oriented.

o I like to make lists of things to do.

o I like to get my work done before playing.

o I plan work to avoid rushing just before a deadline.

o Sometimes I focus so much on the goal that I miss new information.

Myers & Briggs Foundation: (2003). MBTI® Basics> Judging or Perceiving. Retrieved June 10, 2014, from http://www.myersbriggs.org/my-mbti-personality-type/mbti-basics/judging-or-perceiving.asp.

How did your personality affect your choice of content area?
I believe and hope my warm friendly personality is showing through the content of these pages.

How does or will your personality affect your relationships with your students?  
My personality traits show how caring and compassionate I can be and as a teacher of younger students I feel it is critical they are welcomed into their first years of school with open minds and hearts.
As a teacher I hope to making a lasting difference that motivates and inspires students to continue their learning. My belief is that children are our future and every child has the potential to convey something special and unique. I hope to help children to develop their potential by believing in them as capable individuals. I think, believing in them and promoting their self-confidence will assist them in education. 

Introduction

Hello from Las Vegas, Nevada. My name is Patricia "Patty" Hay; my educational goal is Elementary Education. Originally I hail from Tustin, California, but have been in Las Vegas since 1983. Unsure after some college I joined the US Air Force, which brought me here to Las Vegas. During my tour of duty in somewhere in Nevada is where I met my ex-husband and had two beautiful children. My son is now 23 and recently graduated from UNLV with a BS Criminal Justice.  My daughter now 25 is currently attending Nevada State to become a Registered Nurse.

It was latter in life I met the love of my life & now my husband Scott Hay an Environmental Scientist/Health Physicist. 
My spirit of adventure renewed, I began working at an elementary school as an instructional assistant. Realizing I loved teaching so much, I began my teaching degree in elementary education. In January I was privileged to receive my own AM/PM Kindergarten classes. 
In the Fall I will return as a Kindergarten teacher at Lomie Heard ES on Nellis Air Force base.