Kindergarteners students can gain information and knowledge through the different aspects that are in the moon and the sun, as they get to explore the different positions. The different views can be related to weighing objects that can get to be used in determining which type of objects are light and which ones are heavy. The strategies can come in hand as they get to be used in answering all matters that pertain to all issues (Hopkins, 2016). By acquiring experience that is hands-on, students get to learn the different opposites that are usually different from one another and in the ways that they can be used to seek for comparison. Furthermore, students get to organize people, objects, and even events as they get to use vocabulary that is related.
In the kindergarten unit of Night and Day, Light and Dark integrated into Reading, Science, Language Arts, and writing. The standard units are made up of how the students can get to use the material by prompt and support. There is also a way in which questions can be asked and answered in getting to find out relevant information within a text. At the same time there is support and prompt, the retelling of stories that are familiar, having essential details and even getting support and guidance within the adults (Schall-Leckrone, 2018). There is also the responding of questions together with suggestions that can emanate from peers and that gets to be helpful in strengthening writing as it is required. The SEI strategies in a SIOP lesson can also be put into use by asking and answering questions together with suggestions with the aim of getting help, acquiring information and at the same time getting to clarify an issue that is not well understood.
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During the lessons, students get to learn and understand that the sun is considered as a star and in the lesson, they will determine that opposites are matters that are taken as being related but they are very different from the other. There is also the understanding that two or more things can be different or similar in various ways. Sounds get to be blended to read words and at the same time get to demonstrate an interest that arises from writing up to communicating a meaning that has been given (Moore, 2014). There is also the understanding of conventions that occur from print. Misconceptions that students will learn are like getting to know that the sun is considered a planet and at the same time the sun usually is close to the earth. Essential facts are that the sun cannot be touched, the earth is not in motion it is round and in opposite position to the sun.
When it comes to the review and assessment of what kindergarten students have learned, there can be examinations set aside by a qualified teacher so that all the information of SEI strategies can be known (Moore, 2014). Discussion groups can also be used where the students will say what they have learned amongst themselves, and that will be a great way of reviewing and even assessing all matters that concern SEI strategies when it comes to helping the students in understanding a lesson. In the end, what is important is the fact that students will learn and even get to use SEI strategies for their future lessons.
References
Hopkins, M. (2016). Beliefs in context: Understanding language policy implementation at a
systems level. Educational Policy , 30 (4), 573-605.
Moore, S. C. K. (2014). Ensuring oversight: Statewide SEI teacher professional development.
Language Policy Processes and Consequences: Arizona Case Studies , 98 , 73.
Schall-Leckrone, L. (2018). Coursework to Classroom: Learning to Scaffold Instruction for
Bilingual Learners. Teacher Education Quarterly , 45 (1), 31-56.
