Viewing The Night Sky: Stargazing 101 For Amateur Astronomer

Viewing The Night Skystargazing 101 For Amateur Astronomersthis File

Viewing the night sky Stargazing 101: For Amateur Astronomers This file created specifically for Jesus Mojica 1 “Second star to the right, and straight on ‘til morning.†On a clear night, you can see bright stars, constellations, and planets with the naked eye. Getting Started Dark sky Star chart app Binocculars Join a local star club Constellations: Northern Hemisphere Ursa Major is a large constellation that stargazers in the Northern Hemisphere can see easily. 4 Popular Constellations: Gemini popular constellations: Leo Other popular constellations include Orion, Gemini, and Leo. 6 Stargazing with a telescope Standards Correlation Rubric Listening and Speaking Expectation Point(s) Possible Point(s) Earned AZ ELP Standard Only One Entire Standard Copied and Pasted including specific identification (stage, domain, standard #, performance indicator #) 1 0 AZ ELA Standard Only One Entire Standard Copied and Pasted including specific identification (grade, domain description, standard #, and performance indicator letter) 1 0 Content Objective Objective begins with “Students will be able to ________.†Objective is specific, measurable, and observable 1 0 Language Objective Objective begins with “Students will be able to ________.†Objective is specific, measurable, and observable 1 0 Reading AZ ELP Standard Only One Entire Standard Copied and Pasted including specific identification (stage, domain, standard #, performance indicator #) 1 0 AZ ELA Standard Only One Entire Standard Copied and Pasted including specific identification (grade, domain description, standard #, and performance indicator letter) 1 0 Content Objective Objective begins with “Students will be able to ________.†Objective is specific, measurable, and observable 1 0 Language Objective Objective begins with “Students will be able to ________.†Objective is specific, measurable, and observable 1 0 Writing AZ ELP Standard Only One Entire Standard Copied and Pasted including specific identification (stage, domain, standard #, performance indicator #) 1 0 AZ ELA Standard Only One Entire Standard Copied and Pasted including specific identification (grade, domain description, standard #, and performance indicator letter) 1 0 Content Objective Objective begins with “Students will be able to ________.†Objective is specific, measurable, and observable 1 0 Language Objective Objective begins with “Students will be able to ________.†Objective is specific, measurable, and observable 1 0 Summary Introduction Introduction is at least three sentences and the last sentence is a clear thesis statement that provides an overview of the summary.

2 0 Content Three supporting paragraphs (1 to support each domain in the paper) 5 2 Conclusion Conclusion is at least three sentences, main points reiterated 2 0 Sources Minimum 1 source from Course Readings or research from the GCU Library or Google Scholar 2 2 Academic Writing Sentences are clear and grammatically correct 1 1 Spelling There are no spelling errors. 1 1 Total Please see embedded comments in the assignment attached in the Instructor's document. 25 6 Jennifer Bourland ELL Proficiency Standards Assignment Template Language Domain ELP Standard (Basic Level) Content Standard Performance Objectives Listening and Speaking Standard 1 What skill is listed in this standard? You need to write out the entire standard in each box… pick 1 from the listening/speaking ELP domain.

Pre-emergent This is a content standard and is identified by grade level, not proficiency level. Select a single standard that correlates to the standard you selected from the ELP listening/speaking set. The learner will actively listen to others ideas to get new knowledge You need 2 objectives. Reading Standard 1 See comment above Basic reading See comment above. Speak with clearness using appropriate intonation when reading or reciting text. See comment above.

Writing Standard 1 See comment above. High intermediate See comment above. The learner will be able to write a story summary See comment above. You did not utilize the resources provided to demonstrate the expectation of this assignment. This submission does not meet the expectation necessary to master this skill.

This skill will be necessary for future assignments. Consider revising this submission with a 20% penalty. It will need to be resubmitted by the end of week 4. Jennifer Bourland October 29, 2017 ESL-433N Katie Kosier English Proficiency Standards Comment by Katie Kosier: Since you did not have specific standards identified in the chart above, it is impossible to describe how you paired them for effective instruction of both content and language skills. You needed 5 paragraphs here: Intro, Listening/Speaking, Reading, Writing, Conclusion.

The English language proficiency standards that will be utilized in this paper are from Arizona evaluating standard one pupil. This will be achieved by creating a content objective as well as a learning objective through the English language arts standards from AZ for standard one at the basic proficiency level for three major domains which include listening and speaking, reading and writing. The learner will actively listen to others to be able to acquire new knowledge. This is achieved through pre-emergent speaking with clarity and using appropriate intonation when reciting and reading texts. (Krathwohl, 2002). Speaking with clearness and understanding through correct inflection helps in understanding and writing the summary.

The other standard that will be measured is the language strand of stage II. The students in this case will apply and identify Standard English conventions in their communication. This will include describing the various differences between proper and common nouns in plural and singular context (Krathwohl, 2002) The students will use and form regularly occurring and irregular plural nouns such as children, feet, teeth and mice. They will apply grade level vocabulary including words of content in the texts. Every state has English learner standards have guides for differentiating different instructions for various ELL levels.

Teachers make the lessons which must have content objectives and meanings. They also contain lesson objectives that describe what teachers want their students to learn in classrooms. Every lesson requires having a language objective that is specific to every individual student based on the Arizona or TESOL classroom standards. (Kelly, 2017) For instance, the teacher can attempt using both content objectives such as making the students to write down essential facts concerning the learning of the language objective and English language that require them to correctly utilize words that talk about their feeling and why it is important to them. When making their lessons teachers needs to try to use visual aid as much as possible as well as reading material until the time the learners master the instructions or grade level materials (Gottlieb, 2006) This does not matter whether it is applied on grade one students who are referred as beginners or level five students who are further ahead than some learners.

Therefore, it is important for teachers to do research when preparing lessons for the ELL language with different levels that relate to the language that is being taught. (Krathwohl, 2002). Teachers should different approaches when assigning classwork, assessments, home works and tests. They also use classroom observation reports in evaluating their lesson plans. Classroom observations reports are used to show how observations are used in the learning and teaching of languages such as English. This is achieved by completing different tasks which guide the user through different learning processes such as learning, observations, analysis and reflection.

They are also important in developing vital observation skills. (Wright, 2015) The report has several tasks that are structured and classified into specific areas of focus such as strategies and teaching skills observed in a lesson. It is important for teacher trainers, trainees and the other responsibilities required is support training and school based teacher development. When the learning process starts the learners in various groups try to comprehend how they could construct different sentences using correct English words. An optimum environment for dialogue in the classroom should be created by the teacher to be able to keenly observe the spelling errors made by students and in making the correct decisions concerning the learning objectives.

The learners should be keen to avoid mistakes but the teacher has a lot to do in regard to assisting the students to know different approaches of avoiding errors and spell words properly. This is essential for future lessons and in developing comprehension and literacy skills in the class. References Comment by Katie Kosier: Nice job formatting your references according to APA expectations. Gottlieb, M. (2006). Assessing English language learners: Bridges from language proficiency to academic achievement.

Corwin Press. Kelly, L. B. (2017). Preservice Teachers’ Developing Conceptions of Teaching English Learners. TESOL Quarterly.

Krathwohl, D. R. (2002). A revision of Bloom's taxonomy: An overview. Theory into practice , 41 (4), . Wright, W.

E. (2015). Foundations for teaching English language learners: Research, theory, policy, and practice . Caslon Incorporated. © 2015. Grand Canyon University. All Rights Reserved.