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Activity plan Activity Plan No.: Name: Date and Time of Plan: Child identifier (e.g. “Child A”): Child A 	Child’s age: 2 years 11 months	Resources: Vocabulary game, toys and songs. Describe how you will provide an enabling environment: (Consider health and safety) To establish an enabling environment for the game plan and learning of vocabulary words, I will stipulate tier 1 tier 2 and tier 3 words in a table. The first table will involve tier 1 words which might include words like fruit, soldier, house, rabbits, red, house. Secondly, I will incorporate tier 2 words which might consist of functions, aims, content, similarity, reaction. On the other hand, I will combine two tiers three words which include treatment and war. Most importantly, I will carry the learners through a game plan analysis, instructions, and possible ways to enable them to grasp knowledge that is developed through the game plan (Gunn, 2015). I will also ascertain the fact that the game is to improve vocabulary and not to be used for fun only (Filter & Michelle, 2012). On the other hand, I will ensure that learners understand the rules relating to the game to enable them to receive the most valuable benefits from the game. By providing that learners are aware of the game rules, the lesson will incorporate an aspect of process learning, what use, and context to include the words. I will majorly ascertain the fact that the game is used to enable learners to develop new vocabulary, to understand the vocabulary that is mostly used in establishing English sentences, and to allow them to realize new ways of incorporating certain words in different context. I will also inform the learners that the game rules are not set to be a mockery but to enable them to learn well in the plight of improving their English communication skills. Space: Playground and the classroom Time: One hour is enough for studying the learner and orienting him to the vocabulary game. Instructors role: The teacher will start the game During the game, the instructor takes part in the game by being the one to toss balls, and they respond to the problematic vocabularies that are given by participants. Additionally, the instructor takes the opportunity to meet at the pace of the game and keep the speed of the game to be reasonable. As an instructor, I will study the learner’s ability to grasp knowledge, their weaknesses and strengths to improve vocabulary enhancement. Besides, I’ll make sure that the game plan allows the learner to grasp new cavalry in conjunction 2 tier 1 tier 2 and tier 3. Most importantly, I will make sure that learners get a chance to note down new words, and understand their contextual usage in creating sentences (Gunn, 2015). On the other hand, I will make sure that the game enhances learner’s ability to respond to questions regarding finding the best vocabulary about the aspect communicated during the game plan. I also ensure that the learner improves his quest to learn new vocabulary by expanding the opportunities to make them realize new words and to focus on learning more about their fellows. As an instructor, I will ensure that the child can convey language development and improvement of speech. The assessment should be based on the connection of the sounds with the right pronunciation in speech. The objective as the instructor is to ensure that the learner should portray their response to sounds in speech format and should be able to respond to a communicated sound or words (Paul, 2007). Before the learner says the real world, there should be steps that show better results or future improvement. The learner being tested on their ability to recognize sounds and their ability to make differences between sounds (Paul, 2007). The evaluation is meant to examine how a child’s brain is working towards the response that the toddles and the client directs their attention to different sounds. A better understanding of the learner will be enhanced through the incorporation of auditory sounds that promote understanding (Paul, 2007). The way to ensure that auditory learning is improved will be through stimulating a response by playing familiar sounds. Aim I intend to study vocabulary choice and speaking skills the learner has. Besides the plan is to investigate how swift the learner is in learning. Auditory learning ability will also be determined to ensure that the learner is fully integrated with speech and vocabulary choice ability. Theoretical perspectives that have influenced your plan Chris Gunn who is a scholar introduced vocabulary game to enhance learning in education. The approach improved learner’s ability to grasp knowledge since it incorporates fun moments. Besides, vocabulary game and answers English learning ESL. Moreover, the plan was influenced by albert bandura's approach to social cognitive. According to Bandura, children learn through observation and seeing how their fellow learners engage in a learning activity. Therefore, incorporating fun moments in a learning environment like using vocabulary game will improve the learner’s abilities to grasp vocabularies in English. The vocabulary game will combine role-playing that will entail the instructor giving directions with the choice of words and sentences. I will employ the social-cognitive theory to complement the success portrayed by the learner regarding the learning of vocabulary words (Hodge, 2007). In that perspective, I will be reinforcing good behaviour and proper knowledge acquisition in the learner regarding vocabularies in English. Besides, I will complement the learner on the fact that they know better French language than English and urging them to keep on improving English proficiency through playing the game. An understanding of learning disability and the improper connection between French and English is also an aspect that is communicated by the behavioural theory of learning. An evidence-based practice enabled the analysis of behavioural theory on the game to teach learners English vocabulary efficient in promoting English words (Hodge, 2007). The behavioural approach helped me to realize that learners have diverse abilities to learn hence vocabulary theory requires a proper understanding of learner’s skills, behavioural changes, and possible ways that can be improved to enable them to be eligible for learning vocabulary and using them in different contexts. Insightful learning behaviours with the social cognitive theory that communicates about the assumption that people have in regards to learning are effective in promoting the grasping ability of learner on the issue of English vocabulary. For instance, the instructor can study the behaviour of the learner during the lesson and the play with the vocabulary game. In that manner, the instructor will determine the time taken for the learner to grasp knowledge regarding communication and pronunciation of some words regarding the game. The instructor can offer to give certain sentences that can enable the learner to pronounce and learn English well. A well-analysed response from the learner can be noted down by outlining the behaving during a conversation with the learner (Hodge, 2007). For instance, I will use this statement, they give me that’ to determine whether the land is understanding English and later use the words ‘hey take this to the other student.’ the approach will determine whether the learner is now understanding English and can use words in different context and provide different meaning. The Use of Running Records In most cases, running records usually tell stories to this child behaviour by detailing every aspect that a child says during a certain period or a particular lesson. In most cases, are written running record will portray the present tense by using the records that are found during the learning program (Hodge, 2007). In that manner, running records will provide more details regarding the child's behaviour in particular situations. Most importantly, running records will portray detailed ability of the learner with in-depth information regarding developmental areas. I will use running records within 2 to 5 minutes to observe any implement in understanding within the learner. For instance, I will specifically not a certain behaviour during a particular time to track the record of the learner’s ability to grasp knowledge. Therefore, I will specifically not down the name of the learner and the exact time that the behaviour was noted down to enable me to remember the record of all track of conduct during learning and focusing on enhancing language development and communication using specific vocabulary words. For instance, I will narrate the aspect that takes place around the learner concerning his behaviour with fellow learners in the class. Jottings I will outline a short detail of significant events like conversations and behaviours during the learning lesson. In this category, I will not go down the learner’s ability to make specific messages or comments regarding the lessor. Besides, the learner’s behaviour will be noted down concerning how he can make a couple of sentences and no longer paragraphs. In such a manner, the learner’s ability regarding the lesson and how to use vocabulary in a different context will be pointed out. The approaches swift and easy to use since as an instructor I will be able to quickly knock down detailed information regarding the learner’s ability to communicate in English and make a meaningful speech. Sociograms The most important aspect is to examine child friendship and interaction with other learners in a group of children. In such a manner, I’ll be able to knock down the behaviour of the child during playing and interacting with fellow learners who speak well and communicate fluently in English. In such a manner, learner’s ability and strength will be noted down to enable me as an instructor to realise the possible ways to contribute to his language development. I will use social grams to provide a clear identification of whom the child prefers to engage during plain, they are most preferred words to use, and the possible aspect that make them to communicating in English. Underhand, social grants will also indicate the children who try to interact most during specific events. While learning how to play the vocabulary game, I will use social grams 20 down the ability and strength of the learner regarding communicating in English by both short and long sentences. Example of a Sociogram Sociogram we also offer a chance for the instructor to realise their strengths regarding the child's association skills with slow learners which is an aspect that then enables the process of determining language development and fluency in English to be realised. Time samples During the learning lesson, I will use time samples to record the occurrences that a child behaviour aligns with behavioural changes that relate to language development. In that manner, I will always try to learn how the client finds a way to communicate in English words and vocabulary regarding the vocabulary came. In that manner, they will come up with a precise focus in determining whether the learner grasps the knowledge associated with making reasonable comments during playing. Event samples Event samples did not have a series of short observation concerning a child's response in a particular learning situation. I will use event samples to record the child's behaviour pattern during the vocabulary game, playing with fellow children, and interacting with other learners during the lesson. I will also not down the changes in language development during the lesson. Event samples will also incorporate detailed information concerning the learner’s ability to construct sentences and to engage with other students or learners during their playing and lesson objectives. Event samples will enable me to realise their behaviour patterns change and to establish strategies to manage improper behaviour during speech and language development. I will also use the opportunity to align vocabulary game by switching their client and with enabling them to realise their needs to understand and communicate fluently in English. I will use event samples to come up with a list of words that will enable the learner to realise their progress in language and speech. Photographs I will use a series of 100 photographs to determine the language development in the child relating to the way the child engages in the activity with a brief description of the effective way to capture the child's learning ability. In such a way, I’ll be able to knock down detailed information regarding the child's behaviour during and after the learning or vocabulary game. On the other hand, I’ll use a series of photos to show that the development of the child changes the depth of vocabulary game and learning strategies. Photographs will also give me a chance to realise special skills that the child has about learning.

My Role/Role of Others (Teaching and learning strategies/scaffolding, supporting children) Since tier 2 words require an instructor to employ gestures to make a difference between a variety of meanings of particular words, as an instructor, I will make sure that my incorporation of tier 3 words is naturally the same (Hayes, 2016). I will seek to plan on how to demonstrate tier 3 words among the learners. I will ensure that the vocabulary game will include both tier 1, tier 3, and tier 2 words. Vocabulary game was introduced to enhance the process of making a connection between tier 1 tier 2 and tier 3 words (Filter and Alvarez 19). In that perspective, learners can enjoy learning new vocabulary and putting them into practice by following the steps associated with the game. As an instructor, I will ask learners (and mostly the two years, 11-Month-old learner) to establish ten sets of words that they need to understand in the next lesson as a homework activity (Filter and Alvarez 19). The set of words are supposed to make a precise flow of intonation to enable the learner to think about possible words that have similar pronunciation critically. Secondly, the instructor should provide a chat with drawings that need the learners to write and the name of the pictures below them. The learner should be informed that the names of the drawings will be used in answering questions in the next game scheduled for the class. Differentiation (Ways in which the activity can be adapted for children with different/additional needs) The vocabulary game will be set up to incorporate all children who have difficulties in communicating the English language. Besides, I will ensure that every student who experiences is a challenge in connecting between different vocabularies is enabled to toy around with again until they capture the concept. I will also highlight language structures that are required when engaging learners in the vocabulary game. Therefore, I will incorporate the following procedures during the game. I will mix the learner with students who have fluency in English speaking as a way of promoting Bandura’s approach for behavioural learning. Description of activity The Vocabulary Game Plan 1..                 The game involves at least ten learners in conjunction with the instructor. 2.                 The ELL should align themselves in a perfect circle. 3.                 There should be balls which should be equivalent to the stipulated number of learners. 4.                 The balls should be painted with various and different colours. 5.                 The students should align in a perfect circle by the specifications stipulated by the instructor. 6.                 The learners are expected to capture the tossed balls and throw it to participants who are at random. The learner should ask for a fruit that is related to the coloured ball. 7.                 If students give the right name of the fruit, they stopped us should then throw another bowl to a different student who should name any professional worker that he or she knows. 8.                 The next goal to be tossed should require to tell Anna two states at different professional worker apart from the previous stated professional worker. 9.             Another goal should be tossed to other students who should explain the work of the professional worker stated and describe the work (Filter and Alvarez 19). 10.             The next ball should be tossed to a different learner who should choose a different topic other than the previous stated one and throw the ball to a next learner who supposed to describe and demonstrates the type of work that the professional performs. 11.             Since my two years and the 11-month-old learner has a problem with different vocabularies, the instructor will toast a bowl to a student near him who will then toss the ball to him and making him to states a profession that will attract a description of the work done. 12.             The process should continue continuously to enable the students to develop a set of vocabulary which will allow the client and his group members to learn new vocabulary. Holistic development- Describe the areas of development were supported by this activity Area of development supported by this activity involves choosing vocabulary that relates to the concepts to be studied in class. Besides, learners will be enabled to avoid boredom by focusing on the game and discovering words that are difficult to understand and providing a chance for the best approach to incorporate the words in the preferred context. I am asking the learner to say the difference between sounds once they can detect speech. Auditory discrimination will enable learners to improve language development (Tenenbaum et al., 2015). The learners should be passed through approaches of portraying similarities and differences in language. Speech Development To enable learners to develop and improve their communication abilities, understanding and enhancing the aspect of expressing their feelings. Description of lesson activities: The main activity in this category is to teach the learners how to construct coherent words for a better speech mechanism (Paul, 2007). In this perspective, there is a need to incorporate brain tasks with the level of the learners. The learners can tell the differences in their auditory identification of sounds to combining the sounds in speech development. The learner is engaged in the identification of consonants, use of vowels, incorporating external factors in promoting speech among the learners and involving listening and speaking skills in improving the speech of the learners (Paul, 2007). A better approach is by focusing on the sounds that a toddler can hear and comprehend the meaning anticipated to be communicated. A child should be able to connect the meaning that a sound and associated image convey. Through the proper connection, the pronunciation should set in as an approach of improving the speech of the toddler. Teaching should involve pointing, the use of words and complete incorporation of associated sounds. Other learning outcomes and assessment criteria that were Covered by this activity The sequence of vocabulary development among the learner should be emphasized in this criterion. Besides, a basic model of the module development should be incorporated in their vocabulary game to ensure that the learner acquires all the relevant learning outcomes from the vocabulary game plan. Implied understanding of the learner’s conceptual framework, two vocabulary game and results of the vocabulary game, fuelled provide relevant information on the improvement of the communication ability. The following plan should be used to assess the learner’s ability to grasp knowledge while using the vocabulary game plan. Determining the knowledge and development of understanding using subject-specific words. Using cognitive and intellectual skills to determine whether the learner can develop sentences using specific words Establishing essential practical skills to assess the transferable skills that learners portray after the game plan. I am using descriptors in the level of the learner understanding to necessitate learning outcomes. Translations should be employed to determine if the learner can understand the vocabulary developed in both English and French. Learner name: The name of the learner is kept anonymous Learner signature: Assessor / Tutor / Supervisor name: Assessor / Tutor / Supervisor signature: Assessor / Tutor / Supervisor feedback: Needed Material Charts with pictures of familiar animals and features that can be used in developing language. Audio sounds concerning the animal sounds and pronunciation of words (Paul, 2007). Activities: Grouping the learners. Modification Seek to modify the common words by connecting them with verbs for better speech development among the learner and. Assessment The toddler should be able to show that they are conversant with most of the common words and expressions. Words like a cow, elephant, etc. should be able to be differentiated with the use of sounds and images. Summary Assessment: Review of the lesson success. Noting down the weaknesses that the lesson portrays. Planning to fix the shortcomings in the next make-up lesson. Besides, the learner will be studied upon the progress anticipated in speech and language development. In that perspective, a learner will be able to realize the possible ways of communicating using simple and meaningful vocabulary.

Observations cycles for the Observation. ‘ Anecdotal records will be used as an observation approach since it is usually regarded to be efficient in recording aspect related to written and passed the learning approach. Besides, the assessment will incorporate the use of running records, learning stories, jottings, social graphs, event samples, x samples, and photographs. The use of a variety of different observation approaches enables the process of discovering the learner’s ability, strength, and weaknesses to be effective in the long run. Besides, the approach enables the instructor to discover skills, interests, needs, and abilities that the learner has. On the other hand, various observational methods provide a foundation that enables the learner to make an individual assessment and to allow the instructor to plan for the improvement of their knowledge. Most importantly, the collection of a series of observation is promoted by the use of diverse observational methods. Lastly, the observation methods enable the instructor to make a holistic picture of the child. The Use of Anecdotal Records It is a summary of an issue that has already been carried out. Most cases, anecdotal records will promote the aspect of studying the client's behaviour after the analysis has already been finalized. Since the child in this scenario is in the toddler stage, and analysis of the child's ability to understand vocabularies in English, to use the vocabulary in the required context, as to incorporate vocabulary exiting sentences that improve association will enable the learner to realise a better understanding of English lessons. Anecdotal records enable the instructor to not down significant events and actions that are made by the child about their interest, development, abilities, skills, and needs. In such an approach, the observation will incorporate studying the child playground, using the vocabulary game to discover the child's strengths, and weaknesses.

Longitudinal Study Observation Template Name: PIN: Area of development: Speech and English Language Date of observation: Child identifier (e.g. “Child A”): Child A 	Child’s age: Two years, 11 months	Method: Observation by using vocabulary game and playgrounds analysis. Aim (Provide a clear statement about what you intend to do/what you want to find out about) This assessment aims to observe the learner’s ability to speak in English and improve communication and language development. Observation (You may wish to use additional sheet/s) I observed that the child could communicate fluently in French but hardly communicates in English fluently. Discharge express in simple words of English like calling people by name, asking for attention, playing efficiently with other learners who speak in fluent English, responding to other learners who speak in English and moving with the trend in playgrounds. In this manner, it is evident that the learner understands English, but he is unable to communicate fluently hands he needs to be current through vocabulary words choices in English. Enabling the learner to learn English vocabulary will offer him the courage to interact with others and to make full sentences in English. Currently, the learner can make short sentences and uttering English words in specific context. The best approach would be to improve word choices, encouraging the learner to communicate specific vocabulary that relates to a particular contextual sentence to enable him to have the confidence in engaging in conversations. The vocabulary game will allow the learner to make meaningful sentences and two questions using English. The child can follow simple directions in English, and it betrays that he has a general knowledge of English words. In that manner, the child can be able to be helped to develop English proficiency and speech through a holistic method and through enhancing the vocabulary game and classroom management (Diep et al., 2014). Therefore, the learner should be carried through a strategic vocabulary game management that will be able to develop vocabulary in English which will enable the learner to understand how to place English words in a conversation contextually. Since age allows the learner to engage in make-believe place, their vocabulary game will enable him to grab concepts regarding English proficiency and speech development. In the long run, the learner will be able to communicate fluently in English and to make sentences without necessarily relating to his first language which is French. The toddler can coordinate his mind any playing activities irrespective of the fact that he is I, French speaker. The fact that he is unable to communicate fluently in English, the learner can coordinate playing activities in regards to the simple English that can understand during the play. He is also able to utter various English words but unable to make complete sentences (Diep et al., 2014). The learner can learn fluently by following instructions even though he does not engage in English communication most often. The toddler tries to make a reasonable speech to pronounce some English words and to make statements that can cause general meaning. Language and speech development canopy promoted by enabling the learner to make various efforts in the game and to engage more often in vocabulary game.

Next steps for the child A proper analysis of the learner’s ability to incorporate receptive language and expressive language should be done to enable him to develop proficiency in speech and language. Proficiency will also be realised by ensuring that the learner masters the content regarding English vocabulary, contextual use of the vocabulary in sentences, and proper engagement of the learner during place and in the vocabulary games to be developed by the instructor. As an instructor, I will also ensure that the learner is carried through a holistic plan that should incorporate vocabulary game at school and home by giving the learner a homework to do in the help of the caregiver. The learner’s ability to grasp the knowledge regarding vocabulary development and speech enhancement should be studied step ways to determine if he can communicate fluently in English. A proper follow-up should be established both at home and by the instructor. According to the national institute on deafness and other communication disorders, his needs to carry out a constant study on the speech and language development disorders throughout the process of enabling the learner to learn English proficiency and communication skills. Since the main activity of the assessment is to teach the learner the main activity in this category is to teach the learners how to construct coherent words for a better speech mechanism, a better way to make follow up is to plan for an external monitoring approach. In this perspective, there will be a need to incorporate brain tasks with the level of the learners. The learners can tell the differences in their auditory identification of sounds to combining the sounds in speech development. I will engage the learner in the identification of consonants, use of vowels, incorporating external factors in promoting speech among the learners and involving listening and speaking skills in improving the speech of the learners (Paul, 2007). A better approach is by focusing on the sounds that a toddler can hear and comprehend the meaning anticipated to be communicated. Besides, I will ensure that learners understand the rules relating to the game to enable them to receive the most valuable benefits from the game as the process of language and speech development goes on gradually. I will also ensure that the learner receives the most relevant skills in mastering the concepts related to the aspect of following the rules about learning how to communicate fluently. In that manner, I will be ensuring that learners are aware of the game rules, the lesson will incorporate an aspect of process learning, what use, and context to incorporate the words. I will majorly ascertain the fact that the game is used to enable learners to develop new vocabulary, to understand the vocabulary that is mostly used in establishing English sentences, and to enable them to realize new ways of incorporating certain words in different context. I will also inform the learners that the game rules are not set to be a mockery but to enable them to learn well in the plight of improving their English communication skills. Learner name: Learner signature: Tutor / Assessor / Supervisor name:	Tutor / Assessor/Supervisor signature: Tutor / Assessor / Supervisor feedback:

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