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Hello everyone, here is my lesson plan demonstration.

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Key Concepts: Growth Mindset and Language Learning

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Key Concepts: Growth Mindset and Language Learning

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Hey guys! This week's blog is focusing on growth mindset and language learning. One of the concepts that stood out to me was Fixed Mindset. I am definitely guilty of thinking this way at times. I still catch myself saying, "I'm not good at..." When I was younger this mindset would consume me, however now I would like to think of myself as having a growth mindset. As a future teacher I think teaching kids about a fixed mindset could be helpful. Students would understand that there are not the only one's who think this way from time to time. On the other hand, I would encourage students to not let themselves fall into this mindset because it could hinder their growth as life learners. I would encourage students to have more of a growth mindset because students will accept things more often. Students will learn to grow from their mistakes. Having a growth mindset is way healthier than having a fixed mindset. When you go into something with a fixed mindset, you are already setting yourself up for sabotage. Growth mindset teaches students that they learn from challenges. Another concept that I gravitated towards was goal setting. I think this is important for students to experience. Setting goals and accomplishing them is the best feeling ever. That could literally be anything. Teachers can teach students goal setting by having them set small goals. Perhaps, one of the goals could be doing at least one assignment before school the next day. Or even doing simple chores around the house like taking out the trash. This is a great lesson to teach students because it is not only meant for school, but can be applied to their daily life as well.

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Key Concepts:  Culture and Learning Language

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Key Concepts:  Culture and Learning Language

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Hi everyone! This week we are talking about more culture and language learning. What stood out to me this week was the Whorfian Hypothesis. This hypothesis states that language influences thought. More so that it influences thought and perception. I do agree with this hypothesis, I feel like when someone speaks they're also thinking before and after they speak. As a future teacher I would encourage students to use a lot of language amongst their peers. It will produce thought and perception through another persons eyes. Another concept that got my attention was linguistic relativity. This is means various hypothesis about the relationship between language and culture. It's a way to see how much language effects individuals. I want to teach kindergarten, I feel like I could use this concept in my teaching career. I think this would help students become more comfortable sharing their thoughts. The language learners would get an opportunity to communicate with their peers. I would help students understand the cultural expectation of speech events by teaching them what is appropriate and not appropriate. Something appropriate would be to stand up tall, eye contact, and show interest in what you are speaking about. Something inappropriate would be slouching, looking at the ground, sharing something without being interested in the subject.

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Grade level Kindergarten (ages 5)
SDAIE used: Clustering/webbing/mapping
Objective: Students will connect a word to images, ideas, and feelings.

For this lesson students will be grouped in 3. The teacher will pass out flash cards and there will be a word in the center circled. Students will list or connect that word with images, ideas, and feelings that are also circled on the flash card.

materials used: flash cards, imagination

wrap up: The teacher will help students with any questions and he/she will provide an example/demonstrate how to do the lesson.

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key concepts: culture and language learning

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key concepts: culture and language learning

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Hey guys, so we are talking about culture an d language learning. Culture was a big key concept that stood out to me. Coming from a Hispanic background, I feel like I have had to sometimes Americanize myself during school. During High School I was always trying to kinda drift away from my culture because I thought that was preferred for a school in the United States. Now I embrace my culture, I think it's awesome. I think this would help me as an educator with future students. Especially language learners, I could give them real life experiences I have. I would give them encouragement about how important it is to embrace their culture. I remember when I was in Elementary school, my parents went to my parent teacher conference and after my dad had shared that my teacher said it was a good thing that I knew how to speak fluent Spanish and to never let that go. The 5fs of culture come hand in hand with culture itself. Its food, fashion, famous people, and festivals. I am currently in Ireland and I go back home soon. Since I've been here I've had the chance to learn about another culture and how people live here. All my stereotypical concepts I had are diminished. I feel like it is so important to teach students about different cultures. It gives students an insight on how other people live. Students would become more appreciative of other cultures.

Stereotype threat is something that educators need to be aware of. I feel as though educators need to encourage language learners to take risks and ask questions. I have had experiences with stereotype threat, I've been scared to ask questions out of fear that I would look stupid. The result of me being afraid to ask questions made me not understand some subjects and then I would struggle. As a future educator I would encourage students questions no matter what. I personally love it when teachers are so open and tell students that there are no "stupid questions." I think students are scared of asking questions out of fear of being judged by their peers. My personal bias would affect my teaching by helping the language learns more. However, I would have to remind myself that all students equally need my help and support.

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Key Concepts: Personality and Language Learning

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Key Concepts: Personality and Language Learning

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When it comes to teaching it is important to understand your students. All students have different personalities and different ways of learning. That being said, one of the keep concepts that stood out to me in the lecture was willingness to learn. I feel like this is a major point when it comes down to the classroom and for a language learner. Communicating can be intimidating for some students. In my future classroom I would like to try and implement public speaking. However, I know whenever I had to public speak I would get super nervous. I would try and start out small, maybe have groups of 3 or 4 go up and present. Or I would even have a student pick one partner to do a presentation. Public speaking can be hard and even communicating to the teacher can be also. That's why having assignments like mentioned above would help students get to know each other. Students would feel more comfortable around their peers and teacher. Another concept that stood out to me was conscientiousness. conscientiousness is when a language learner is willing to do whatever it takes to do well in the class. I feel like this a accurate. It makes sense that a student who is a language learner is trying their best to excel in school. It could be that they partly feel pressured to do well, but it can also be that they are just very determined to do well. Lastly Extrovertism and introvertism are both personalities to consider when teaching. Extrovert is someone who is loud and might seem disruptive in class. Introvert is someone who normally keeps to themselves and is not really talkative. I feel like this is important to keep in mind. Someone who is a language learner can benefit from someone who is extroverted and vice versa. A language learner who is shy and introverted may benefit from a language learner that is extroverted.

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Grade level: 1st grade ( ages 6-7)

SDAIE used: Vocabulary cards

Objective: Students will list some vocabulary words from a story read in class. Students will reproduce vocabulary cards. Students will write the vocabulary word in the front. In the back of the card students will use the vocabulary word in a sentence and draw a picture. Vocabulary cards will be exchanged among peers.

Students will be put into groups of 4 and after students are finished with vocabulary cards they will move on to other groups and react to other groups' vocabulary cards.

Materials: Index cards, color pencils, markers, crayons.

Wrap up: Teacher will answer any questions students have during the process. Teacher will also demonstrate how to do vocabulary cards.

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Key Concepts: Affective Factors of Language Learning

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Key Concepts: Affective Factors of Language Learning

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I enjoyed learning about the affective factors of language learning. The first factor that stood out to me was Anxiety. Anxiety is a feeling of fear, dread, or uneasiness. I personally suffer from anxiety and I can understand how students can come across this during their school years. Anxiety can have an effect on how students perform academically. It can hinder their learning process. Students may also have doubts about how they are performing. I think as an educator I would encourage my students. I would explain to them that is is okay to feel anxiety. I would give them tips on how to help reduce the stress. I would like to have the entire class participate and do some breathing exercises to let go of that extra stress. Another factor discussed in the lecture was Risk- taking. Risk- taking can encourage  students to try new things and learn new things as well. This can boost a students self- esteem. I believe even taking small risks will do wonders for students. For example, a student who never raises their hand and suddenly takes that risk to answer the teachers question can make them feel more confident. This brings me to the last factor that stood out to me which is Motivation. Motivation is important for students to be engaged in the classroom. I feel like it is the teacher's job to motivate her students that way they feel eager to learn. I feel like a part of learning does mean making a mistake here and there. The thing is to not let it bring you down. As an a future educator I would explain this to my students. It's okay to make mistakes. Mistakes are part of learning, not just at school but for life as well.

Personally, I do not expect perfection all the time. I think having that mindset is going to set you up for failure in a way. You're not always going to be perfect but you can get better and close to perfection with practice.

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Key Concepts: Styles and Strategies of Language learning

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Key Concepts: Styles and Strategies of Language learning

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This week's blog will discuss styles and strategies of Language learning. What really stood out to me were the left brain and right brain dominance. Right brain has a dominance of intuitive thinking, creation, and imagination. Left brain has a dominance of logic, facts, and analyzing situations. I feel like when it comes down to being an educator, knowing these types of brain dominance really helps on how to deliver. It would help students learn at their own pace and in their own way. Me personally, I think I am more right brained dominated. So for me that explains why it took me longer to understand a subject. On the other hand, my peer/classmate who is more left brained dominated understood the subject faster. Deductive learning style involves students receiving general rule and they apply it to specific examples. Inductive style is students noticing or detecting patterns and working it into how they will learn language. Both of these styles are crucial for language learning. I think there is no right or wrong. Both of these styles would benefit a language learner. Impulsive learners solve problems quickly but sometimes answer incorrectly. Reflective learners tend to solve problems slowly but accurately. As a future educator I would encourage my students to be reflective learners. Even though it may take a longer time I would explain to my students that it is okay to take your time and there is no rush.

As a learner I think reflective learning speaks to me the most. I wish this learning would've been emphasized more. I feel like I am always trying to rush things because I need to be correct and I need to be done. Whenever I am more impulsive I tend to get things wrong and it just ends up slowing me down even more.

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Objective: Students will assemble numbers 0-20 on a number line.
SDAIE: Brainstorming
Students: Kindergarten (ages: 5-6)

The teacher will explain what the word order is. That is a particular pattern or arrangement of things.

Activities: Students will watch a video on counting numbers from 0-20.. Students will cut out the numbers and glue them on a number line. Students will have to wait for the teacher to say them out loud and the students have to repeat the number aloud as well.

Materials: paper, glue, video

The teacher will demonstrate to students how to cut out and glue numbers on the number line. Students will listen to the teacher to say numbers out loud.

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Kay Concepts: Cognitive Considerations of Language Learning

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Kay Concepts: Cognitive Considerations of Language Learning

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Hi guys, so this week’s assignment is to talk about cognitive considerations of language learning. The critical period hypothesis is when language is learned over time and depending on age.This theory states that people need to learn a language before they hit puberty to fully understand the language. This reminds me so much of my mom, for example she came to the U.S when she was in her 20s. She had no previous exposure to the English language. I feel like over the ages she has definitely come a long way. Given that she has an accent, her sentences are more clear. This brings me to talk about Accent. Accent is a distinctive way of how individuals pronunciate words. This reminds me of our last post, when I mentioned how my family would say things like, “estopit” for stop. The left and right parts of the brain offer different qualities. The left side of the brain is in charge of sequencing, thinking in words, mathematics, and logic. The right side of the brain is used for creativity, imagination, rhythm, and intuition. As an educator I think it is important to have activities and lessons that use both parts of the brain. Instead of limiting it to one side. Freire’s theory was to give people information so they can be empowered. I agree with thinking this way. As a future educator we are taught to teach, but if you teach a student how to learn, learning becomes abundant for them. Students then become more knowledgeable on subjects because they understand how to learn instead of memorizing dates, etc. Explicit learning is conscious intentional learning. For example, telling your future student what they are going to learn about for the day. In my opinion this could easily make students feel bored. Explicit learning can potentially have students doze off and not be interested in what you are teaching. Implicit learning is when learning without awareness of what is being learned. I would like to incorporate this kind of learning into my future classroom. I feel like students would be more engaged and they would be able to visually see what is happening. Say for example, we are learning about different minerals, rocks, etc. It would be better to take the students outside to find rocks and then examine them in the classroom together. I have a distinct memory of implicit learning when I was in Elementary school. I remember having to plant a bean, interact and watch it grow. How I would help my students to be lifelong learners would be an example to them. I would be enthusiastic about learning. I would have a variety of activities and projects. The way a teacher acts has a big impact on their students. If a teacher is enthusiastic and shows that to their students, the students will pick up on it.

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Key Concepts on Cross Linguistic Influences

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Key Concepts on Cross Linguistic Influences

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Coming from a Hispanic background I can relate to some of the concepts that are mentioned during the lecture. For instance, the intralingual concept seems to be quite popular for the Hispanic community. Growing up my friends also spoke Spanish. Spanish was their first language too. I remember that I would hear them say things like, "She brokteded it." I remember hearing this and realizing that what my friend was saying did not sound right. However, I was only five so I couldn't put my finger on it quite yet to determine why it was wrong. This is also is an example of a random error, which is common amongst individuals who are just learning language. The interlingual aspect is when substitution is used. A great example is the one used during the lecture. The word Sparkle will usually be "esparkle" for a language learner. Growing up I used to recognize this error within my family. Most of my family does speak English but their accent is heavy and they don't necessarily know the proper way to speak English. I always heard things like, "Estopit" for Stop it. It's super interesting to learn about what causes that error and why! As a future educator I would want my language learners to feel comfortable in my classroom. I would handle these specific transfers as efficient as possible. I would preferably want to use indirection correction because I feel that is less harsh then putting a language learner on the spot. If you put a student on the spot that will make them feel uncomfortable and they would possibly never want to speak again in your class to save the embarrassment. I wouldn't use the language learners mistake then share it to the entire class. That would just make the student uncomfortable. Indirect correction would be more efficient because it will show the language learner that you actually care and that you want them to succeed! Direct correction would probably hurt their feelings. There is a similar connection with CALP because CALP is the ability to read, write, and understand the native language. I feel like it is all connected with the types of transfer such as omission, addition, and substitution. The example used in the lecture of the student communicating if they are "willing" to stay in the class showcases that they are still learning the English language. The language learner used substitution for the word able and made the error by using willing instead. As a future educator I would encourage my students to progress by answering any questions they have. I would want them to ask me for help with anything they do not understand. I would make it fun and encourage them to keep striving for more!

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Classroom Level: Kindergarten - First Grade (5-6 years old)

Objective: Students relate activities to correlating poster/picture

STIM Used: Photos of kitchen, playground bathroom, bedroom, doctor’s office

SDAIE Strategy: Carousel Brainstorming

Students will be split into groups. The groups will go around the room and examine a photo and write down activities that can be related. After two minutes, the groups move on to the next photo. After all groups have finished identifying activities, answers are assessed as a class and whether or not it accurately describes an appropriate action.

After discussion, students write down what their favorite activity was and what photo the activity belonged to. They also discuss why a certain activity, such as flossing, does not relate to the photo, such as playground and evaluate a more appropriate allocation.

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Key Concept: History of Language Teaching in the United States

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Key Concept: History of Language Teaching in the United States

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Hi all!
We are going to be discussing the language teaching of the United States. I'd like to start off by talking about what is EFL. EFL stand for English as a Foreign Language, this is for students learning English in a non English speaking country. As an educator I've always kept this in mind. I assume students are taught in a non English speaking Country very accurately to how English is spoken here in the U.S. I think it is super interesting when educators get to travel somewhere, like China and teach students English. ESL which stand for, English as a Second Language. For Instance, when a child's first language is something other than English. This was the case for me when I started Kindergarten. Spanish was my first language but I did know some English because my Dad spoke English and so did my half sisters. Sheltered Content is a program that usually does not give the language learner a chance to interact with native speakers. In the Sheltered Content program it is in a classroom setting and there are sometimes aides who have some training on ESL techniques. Submersion is quite similar to sheltered content in how it is taught in a classroom with English instruction. I wanted to share that in Elementary school I helped two language learners in my class. I was in the 5th grade and I basically remember translating everything to them in Spanish. Now that I look back, I'm not sure if they even learned much English. I was their only friend and I remember I would not speak any English to them because they did not understand it. Pull Out Program is when a language learner is taken out of the classroom for 30-60 minutes. I have a similar experience, when I was in 6th grade I remember I attended a program called Read180. Me and the two girls I mentioned went together. I remember having to do quizzes about books. There was a lot of reading and writing involved. To this day I'm not exactly sure why I had to go to that program. I don't know if I didn't reach a certain reading level because of my bilingual background. I honestly don't even this my parents knew I attended that program. I don't really think it was that effective and I only attended for a short amount of time. But I do remember feeling left out because I had to leave class and all my friends where there. I kind if felt like something was wrong with me. I felt as though I wasn't smart enough because my friends at the time didn't have to go and I did. I don't know if this read180 program was trying to make me forget my first language, but I certainly felt like it was at the time. The Push in program is where an aide trained in ESL is brought into the classroom to help the language learner. I feel like this is more effective because the learner still gets that interaction from his/her peers. They can still witness how conversation would flow with native speakers. As a future educator I would prefer the push in method that way the language learner doesn't feel left out from what's going on in his/her classroom.

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The future grade level I would like to teach would be Kindergarten. It would be in a public school setting. The kids would be around age 5. I think I would like to start teaching here in the Central Valley and then maybe move my way somewhere else. The demographic of students would be mostly of Hispanic background. The school I would teach at would have a lot of diversity. I would like to have a lot of pretend play activities for my students such as kitchens, veterinarian play tents and equipment. I would also really like to have arts and crafts. I would love to read to my students! Having circle time would be a part of the daily agenda. I really want to have activities and games where students get to know each other and learn about different cultures!

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Key Concepts: Second Language Acquisition

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Key Concepts: Second Language Acquisition

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Hi all! Today's blog is going to be about second language acquisition.
Approach: What conditions need to be met to learn language. Method: a plan or procedure. The approach that I would take for my future students would be understanding their culture and background. Getting to know your students gives a great advantage as to how you are going to teach your students. The method would vary from each student in my opinion. Each student learns differently and not always are students going to understand the lesson the first time. Grammar translation method teaches the translation and the proper use of grammar in a phrase/sentence. Although, this a great way for students to learn, referring back to the lecture I feel like having students do activities such as, games, read books will be a more effective way to teach students language. By giving examples and engaging with students, possibly asking them what they think is the correct use of the word in a sentence. Example: "I go to the bike, or I walked to the bike." And then asking them which one they think is right. I remember in High School Spanish, I was taught how to conjugate verbs and use them correctly in a sentence. When I got to college, learning how to use words in the past, present, and future tense wasn't a part of the curriculum. In College Spanish my professor had us create and write stories, read poetry, and watch movies in Spanish. I felt like that was more effective, and I ended up learning a lot more. Instead of, memorizing the past, present, and future tense of words. The Audio Lingual Method is learning a language by audio.  For my future students, I think it would be great for them to learn language with songs. This falls into the audio lingual method. I remember when I was in Kindergarten, I used to love when we would have circle time songs.  I remember when I was little my mom used to listen to Country music to learn English. My mom came to the US not knowing any English. She also used some kind of Rosetta Stone, but I remember her not really sticking to it. I believe that listening to music was a much more helpful way to learn English. She has come such a long way and knows so much! Stephen Krashen and his Natural Order Hypothesis: this meant that language was acquired in a particular order. I'm going to use my Mom as an example, when she was learning English. She first spoke and I remember she would sit down with me on the couch and we would read a book in English. Currently, she is learning to write in English. She will send me texts in English. From my point of view it looks like my Mom learned in this specific order: Speak, read, then write. With the Natural order hypothesis, there is no particular order in how someone learns a language, it varies from person to person.

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Key Concepts: First Language Acquisition

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Key Concepts: First Language Acquisition

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Hello all!
After listening to the lecture and reading the Language Acquisition form, I learned that there are different perspectives when it comes to acquiring Language. To start off B.F Skinner and his behaviorist theory believed that individuals learned the speak because of positive reinforcement. I would agree with this because when you give a child positive reinforcement, they are more likely to continue with that behavior! If you reward a child for even giving the slightest babbles, they are going to continue putting in the effort. Constructivist Theory is the knowledge gained prior to going to school. I have a personal example of this. Before I entered 1st grade, I remember my parents having me sit at the kitchen table and write my name, address, and my numbers up to 100. When it came to start the 1st grade I knew all my numbers, I knew my name, and my address. This example can also relate to the cognitive way children acquire language. The cognitive theory expresses that children learn language through experiences, thought and senses. One example I can use, is my nephew when he was two years old. He is the youngest of two older siblings. I remember thinking he was so advanced at speaking because he would say full sentences at the age of two. I believe he was able to speak this way because he grew up in an environment where language was being taught and him hearing his siblings speak. Noam Chomsky had the Nativist theory, which shared that people are able to learn language. He also believed in Universal Grammar. Universal grammar meant that language did/does share similarities. When babies first attempt to speak, it is usually babbling. All babbling sounds similar regardless of that baby's background. Language Acquisition Device is also known as the blue print of the brain that helps individuals learn language. This makes me think of all the kids shows, particularly CocoMelon. I have seen parts of this show and from what I can tell it is learning through singing. For example, i heard of a song that mentions "putting on your shoes."
I feel like this is a great way for children to grasp information and knowledge. Deep structure has to do with the way words are used to properly form sentences. Or understanding sarcasm. I wanted to mention that sarcasm is only understood by mostly young teenagers or adults. My eight year old nephew doesn't really know what sarcasm is. I also remember my older cousins using sarcasm around me when I was eight or so, and I didn't get it. Of course, they would laugh and I would be left confused. They would even explain what sarcasm was, but it was like my brain could not yet retain that information. From what I understand, surface structure is the general use of words. It's not like deep structure where you dissect the words and probably arrange the to make a sentence. Vygotsy's zone of proximate development is what a learner can do without assistance and what a learner can do with adults or older peers. As a learner, you would probably accomplish more with assistance from others, but having zero guidance can also benefit the learner because they are doing it on their own. Hypothesis testing is children trying out language and modify it as they hear and learn. As I learned in the lecture, the adult in this situation could correct the child if they  are using the incorrect word. However, it wont be until that child hears the adult say the correct word in the phrase that will make them change it.
All in all, these are all great theories, and I don't disagree with any of them. All of these theories have importance to them when an individual is acquiring language.

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Morphology: is the study of words. This could be helpful for future teachers to get a good glimpse of where their future students stand. It is possible students that being future educators, we will be more than likely to have students that speak another language, therefore, it is our job as future educators to help students with any obstacles they have when discovering new words. Morphemes: is the minimal units of words that have a meaning.There are two types free and bound. For example: Run. This is a free morpheme. It is a small word but it has meaning. To this a bound word you would have to add another morpheme to the current word. For example, you could add -ing, meaning progressive, so the word would become running. Syntax: is the order of words. For example, This huge door, is considered to be a determiner phrase. Phonetics: is the study of how the vocal tracts produce sounds. The spelling can be deceiving, for example do and go may seem like they sound the same but when saying it out loud the sound comes from different tracts when pronouncing each word. Phonology: describes the way sounds function. For example, Dogs and Logs, the words are almost identical except for the first sounds of each word. Semantics: are components of meanings of words. For example, It snows in Alaska. This would describe the location. Pragmatics: The study of how concept affects meaning. For example, That lecture was so interesting, I'm hungry for more. In this case it is not literal hunger, it means you want more information. Lexicon: The vocabulary of a person. This could be slang or how many vocabulary words you know in general. Discourse: is the act of communication. For example, this can be a conversation either spoken or written. Phoneme: distinct sound of a language. for example, Tough and buff. The (gh) makes the "eff" sound and in buff you can see the two "ff"s which also make the "eff" sound. Non verbal imitation: is the use of other forms of communication. For example, eye contact and pointing.

The non verbal imitation is what stands out to me the most. I currently work with children who are on the Autism spectrum. Although some kids are verbal, we do have clients that are non vocal and only make babble sounds. A big way for us teachers to communicate with the kiddos is them pointing to let us know what they want. Another big one that is mentioned is eye contact, it is important that we teach children how important it is to hold eye contact when speaking to their peer and when speaking to an adult to let them know what they want. Another form of communication used at my work is PECs. It is a binder with picture icons of what the kiddos have in their room or snacks, or icons of activities that they want to do. The kiddos either point to the icon or they can but their prefered icon next to the "I want" icon, that way when they give it to us teachers we say, "I want play dough." This teaches them that this is a form of communication between teacher and student.

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Hello everyone!
My name is Mariah Velasco, I'm a senior at Stan State. I love cooking, I've recently been really into cooking more plant- based/ vegan foods. I love traveling, so far I've traveled to Iceland, France, Iceland, Hawaii and Mexico. I plan on visiting Ireland this year! My fiance and I bought a 1986 Yamaha Venture motorcycle! Our plan is to go on a bunch of road trips once it is fixed up! My Kindergarten teacher is a big inspiration as to why I want to be a teacher! I'm excited to learn and experience rap music that will be used as literature in this course! I currently work with Kids on the Autism spectrum. I really feel like this class will come in handy. I also think my current job is great experience for what I want to become. It is challenging at times, but it is possible with a lot of patience. I feel like I'm at a good standpoint with my mental health and my life as a whole. I am very proud of what I have accomplished so far. I like to journal, read, and paint. I find it to calm my nerves, especially if I am feeling anxious about something. I am super shy and have anxiety, but I find that meditating helps with that. The shyness i will soon get over!
Thank you, and nice meeting you all!