Another example would be by learning their letter sounds and alphabet then using them later for spelling and vocabulary activities. Develop their understanding through talking Understanding through talking is vital for children and can be achieved with activities such as “show and tell”. This is when a child will bring an object to school and talk about it in front of the class. Alternatively they can do this by using role play, dressing up and playing in the class’ home area. All these activities help children learn.
From listening, children and ELL’s transition into testing their ear by speaking the words they have heard in connection to their environment and social experiences. Students and children need to engage in many conversations. They should be expected to share their ideas and listen to the ideas of others. The language that students and children hear and then are able to reproduce verbally within the right context build a foundation for later learning. It is important to expose students to more than just concrete identification words like ‘chair’ or ‘horse’ but broaden their base of word knowledge to include abstract words as well.
The children use their thinking and cognitive skills to become literate. Concept books are a way for teachers to teach their students early literacy skills. One way to use a concept book is by reading to the class and discus what the book is about. Children are able to learn new words that they hear from books and it can help them expand their vocabulary so they can be able to improve their communication skills. Another way to use concept books is to use them to introduce ideas, serve reinforce concepts or to add further information to a topic that children have already explored through direct experience (Giorgis & Glazer, 2009, p. 146).
This means they are learning to communicate with others. The child must understand the word to then string a sentence along, which makes sense. This also means they will be able to use grammar and put words in the right order. Language is a recognised structured system of gestures signs and symbols used to communicate. These symbols can be used in various ways; they can be spoken, written or signed.
“Since prediction is an important strategy used in the reading process, the teacher can demonstrate this strategy by stopping at significant points [in the story] and asking, ‘what do you think will happen next? As children internalize this question, they develop an anticipatory attitude toward print, making predictions as they read or listen to a text in order to generate meaning as the story unfolds”. Circular and cyclical plot stories are excellent resources for introducing student prediction strategies because of their repetitive nature. Some students call this “going out the same door you came in”. This repetition encourages students to predict the events in the story, and to predict these events with more success.
Students will also so the demonstration to go along with the song. Procedure: First I will talk to students about the plants. Next I will go over the song with them about plants. Then I will get them prepare to listen to the song and watch the video. Last, we will sing the song about plants and demonstrate with our hands along with the video.
Students will be able to associate illustration with the given lesson. B. Students will be able to identify wildlife and their abilities to cohabitate in the community park. C. Students will be able to classify animals and plants into individual kingdoms. D. Students will be able create math problems from collected acorns.
Language development is encouraged by learning centers as children verbalize their activities and interact with peers. Learning centers help teachers follow developmentally appropriate practice by providing materials which children can use according to their individual development (Pattillo, 1992, pp 12-13 ). Teachers must guide the learning process, using scaffolding techniques to keep children actively engaged. Vygotsky's theory of the zone of proximal development posits that learning occurs only when children are supported in appropriately challenging activities (Follari, 2007, pp 39-40). Teachers must also observe and make assessments regularly, modifying the environment as needed to enhance integrated development of all domains.
The second is the “process” of lessons involving activities in order for the students to have an understanding and grasp of the subject matter that most of the time uses flexible grouping. Teachers can use flexible groups and have students assigned to like groups listening to books on tape or accessing specific internet sources. This stage of differentiation allows students to learn based either on what method is easiest for them to collect knowledge, or what may challenge
April 21, 2011 Fourth grade Reading Comprehension SUNY Fredonia EDU 105-05 Table of contents: Focus and learning goals Standards IRA/NCTE Standards Blooms Taxonomy Goal Overview Assessment Plan Technology Evaluation/Assessment Instructional Decision Making Analysis of Student Learning Focus/Goal * Increase student’s knowledge of comparing and contrasting * Make them more familiar with a Venn diagram as a graphic organizer Learning goals * Teach students what compare is * Teach students what contrast is * Teach students how to compare and contrast two different subjects Standards * Standard 1: Language for Information and Understanding * Students will listen, speak, read, and write for information and understanding. As listeners and readers, students will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to acquire, interpret, apply, and transmit information. * Standard 2: Language for Literary Response and Expression * Students will read and listen to oral, written, and electronically produced texts and performances from American and world literature; relate texts and performances to their own lives; and develop an understanding of the diverse social, historical, and cultural dimensions the texts and performances represent. As speakers and writers, students will use oral and written language that follows the accepted conventions of the English language for self-expression and artistic creation.