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Sample Paper on 665 Assignment Week 3-4

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Sample Paper on 665 Assignment Week 3-4
Chapter 3: Question 1- pg90

There are various findings of the culture and language of minority groups that live in my community Minority is a term used to refer to a group of people differentiated from the social majority like the Hispanics in the US. This combination of children literature depicts cultures, family, and countries of origin. Through a child’s eye, the narrations can raise awareness that can help readers understand migrant communities (Diaz-Rico, 2013).

Annotated Bibliography of some of the books

Lainez, R.C., & Cepeda. (2010). From north to south/Del norte al sur. New York Children’s Book Press.

            This book talks about the subject of family separation.Jose liked to help his mother with garden work at their Californian home but when she was sent back to Mexico due to lack of immigration documents, Jose, and the father had a serious challenge facing the life without her around. The author tackles the various aspects of life and consequences of separations in families.


Herrera, J. F. (2000). The Upside Down Boy/El Nino de Cabeza. Lee and Low Books, Inc.

            This book is a memoir on migrant families and education. The year Juan Felipe Herrera’s migrant family settles down so that he can start attending school, he gets bewildered so much by the school that he misses life in the country. Everything he did felt disoriented; he took lunch at recess time and went out to play at lunch breaks. He also had difficulties with speaking English. The author also discusses the various roles of teachers and family in a child’s education. Juan’s teachers and family helped him to find a way through subjects as poetry, music, and art.

Chapter 4: Question 3-pg120

The analysis of spelling of preschoolers from the writing samples collected shows that a child’s knowledge of words and letter-sound relationship is highly influenced by the first language. It is also influenced by the design age appropriate writing experience to help the children continue to grow and develop as writers I would encourage them to seek assistance as follows (Diaz-Rico, 2013).

What children can do

Children can do various activities as playing letter games while singing alphabetical songs and looking for written material and spotting familiar letters and words. They can also engage in writing emails, notes and letters to represent each sound heard writing (Diaz-Rico, 2013).When they try to sound a given word, they should be paying attention to the print. Also, they should be trying to look at all letters in a word and not just the first one.

What parents can do

Parents can also do different duties as helping a child to learn letters and alphabet sounds and point to letters occasionally and asking the children to name each of them. Encouraging the child to spell and write notes using the knowledge on letters and sounds would also form the parent’s vital role (Herrell & Jordan, 2015). Also helping the child create connections between what is visible on a sign or newspaper and the sound and letter work done in school.


What teachers can do

The teachers can be having the students to sort pictures through the sounds being taught. They can also be helping the students to understand the phonics purpose by practical engagements through the reading and writing activities that would require their pronunciation application based on information taught to them. Use manipulative ways to help teach letter-sound and spelling relations. They also provide more instructions to students after dividing them into need-based groups (Herrell & Jordan, 2015).

Week 4 Discussion Board #2
Lesson Developed: SQPL- Student Questions for Purposeful Learning

It is in the interest of every teacher for the students to develop the ability to listen, read and learn with a purpose (Fisher, 2015), as this brings about higher levels of achievement and engagement. This strategy enhances listening, reading and writing as it encourages students to formulate own questions to the class about the content.

Teaching Process

This is done by looking over the day’s lesson then generating a statement which is related to the content that will cause the students to challenge, wonder and question (Herrell & Jordan, 2015). The statement should cause interest and provoke curiosity as in the example below.



Math Topic: 3-Dimentional Object Measurement

 Statement: Using a ruler I can determine the total distance of the equator. Next is to present the statement to the students orally or to write it on the board. Students then pair up and generate 1-3 questions related to the statement that they would like to be answered. A student from every team is then tasked with the presentation of the questions to the class (Herrell & Jordan, 2015). This can be noted on the board. If the questions are all relevant, then they are all tackled about the statement














Diaz-Rico, L. T. (2013). The crosscultural, language, and academic development handbook: A complete K-12 reference guide. Pearson Higher Ed.

Fisher, D., Brozo, W., Frey, N., & Ivey, G. (2015). (50). instructional routines to develop content literacy (pp. 43-45).

Harrera, J. F. (2000). The Upside Down Boy/El Nino de Cabeza. Lee and Low Books, Inc.

Herrell, A. L., & Jordan, M. L. (2015). 50 strategies for teaching English language learners. Pearson.

Lainez, R.C., & Cepeda. (2010). From north to south/Del norte al sur. New York Children’s Book Press.

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