Efecto de los inhibidores sobre el patrón de corte del proteasoma.

● Materials provide opportunities for students to practice producing sounds and use appropriate sentence structure and grammar in a variety of contexts.

● Materials provide teacher guidance on corrective feedback of students’ speech production, sentence structure, and grammar.

● Materials provide teacher guidance on setting up and facilitating activities that allow students to practice production of a variety of sounds, appropriate sentence

structure, and grammar.

● Materials provide support and guidance for students to work collaboratively to engage in discussion using conversation norms.

Meets 4/4

The instructional materials provide guidance on developing students’ speaking skills. The materials provide opportunities for students to practice producing sounds and use appropriate sentence structure and grammar. The materials encourage peer- and teacher-led discussion using conversational norms and provide teacher guidance on giving feedback to students on their speaking abilities.

Evidence includes but is not limited to:

The materials provide detailed teacher tips for supporting speech production and providing opportunities to scaffold the responses. For instance, during “Circle Time/Opening,” the teacher uses guiding questions to apply knowledge and songs (found in “Supporting Resources”) to support developmentally appropriate speech production, grammar, and sentence structure. Additionally, the teacher reads a “Morning Message” every day, modeling correct grammar and sentence structure as well as pronunciation of different sounds. Finally, students say the Texas State Flag Pledge and the United States of America Pledge, learning one new line at a time. The teacher follows various tips on developing oral language speaking skills and uses these six instructional best practices: reading voice, pointing gestures, direct

The lesson guide provides teacher guidance and recommendations for setting up learning centers. For example, “Center Time 1” and “Center Time 2” share teacher tips on organizing the classroom environment to provide opportunities for students to practice and use oral language. In Unit 1, the class creates the rules together. The lesson plan states that student responses should be repeated to them using correct grammar and pronunciation. The class reads the rules aloud together to practice the production of sounds and sentence structure. Teachers follow provided tips throughout the year to support speaking skills. For example, following an included tip in this lesson, teachers model speaking in full sentences and how to conduct think-alouds to help students expand and reflect on their thoughts when in a whole group setting.

In Unit 2, the class discusses how they can help their teacher and how they can help their friend. The teacher uses sentence stems to model how to answer the question, addressing responses to the teacher and to each other: “I will help you, teacher, by...” and “I will help you, friend, by....” In another lesson, students practice both verbal and non-verbal communication using cards passed out by the teacher. Students look at their cards and then find a partner that has the same card; partners shake hands and say a kind word to each other.

In Theme 3, the teacher invites students to respond to questions about the seasons, summer, and the sun. Then, a student “reads” the visual schedule and the calendar routine, which provides another opportunity for speech production. The “General Tip” icon in the “Small Group Literacy: Compound Words” lesson details how students develop oral language through singing, talking, and playing, and then extends the practice into reading and writing centers. In Unit 4, the teacher models how to make the /j/ sound. The students practice making the /j/ sound several times, splitting into groups to practice (e.g., “all the girls say /j/”; “if you are wearing blue today say /j/”). Throughout Unit 4, students learn about healthy bodies through various discussions. Some of these discussions include their height and that of their peers, the importance of exercise, and the food they brought for mealtimes. These discussions are then carried over into independent play experiences so that students can continue these discussions with peers during centers, utilizing the same materials. For instance, following the discussion on height and measuring, measurement tools are added into centers. This activity helps to

promote student discussion around a specific topic that has already been practiced in a large group. Materials provide many opportunities for students to engage in different conversations with peers and teachers that reinforce conversational norms.

In Unit 6, the teacher writes a sentence on the board: “I went on a boat and I saw a bear!” The teacher models and thinks aloud while writing the sentence on the board. The teacher starts with “I went on a boat and I saw a bear!” and then hands a toy boat to a student; the student says, “I went on a boat, and I saw...!” The teacher provides a prompt for the child to say what they saw, if necessary. The materials use the modeling of sentence stems throughout the lessons and discussion to assist students in practicing appropriate sentence structure. In Unit 6, students complete the sentence “If I could fly a…, I would go to… and….” The materials provide visuals that can be used to help ensure students of different abilities can participate and

November

2020

QuaverED