Based on what level they are on, then move them into a group of children that are at the same level. Then, as a teacher, build upon their knowledge at their level and pace. The guide the students into learning new words on their own, this could be done by reading and practicing writing. Alternative #3: Embedded Phonics Instruction, on pages 235 and 236, is a literature-based instruction. Students learn new words based on
When first introducing to a lesson, a graphic organizer can be used to assess and organize a student’s knowledge on the lesson topic. An easy way to utilize a graphic organizer in this way is to have the students fill out a KWL chart. This organizes key information regarding what the student currently knows, what the student wants to know, and later on what the students have learned as a direct result of the lesson. This provides the instructor a learning history of what they can build upon and clues them in on areas of interest they can use later on in the lesson. During the lesson, students can utilize graphic organizers to identify, organize and assimilate key concepts and related details.
If you need extra help, you may call me. First, | | |write your name on the paper. Second, find the first page and draw a picture of something you enjoy doing with| | |your family. | | Assessment: |First the teacher introduces the story. Second, have the students write down a few of the challenging words | | |they may struggle with in the story.
2. Planning to read: Learning experience plan and teaching strategies Write a learning experience plan for: * How you would introduce the text; Introducing the text is a key part in reading aloud, encouraging the children to want to hear the story with you as you
Objectives: After this lesson the student will know how to use descriptive words in stories they write to make the story more interesting to the reader. They will write a story using these words. 2. Materials • Writing paper • Pencils and erasers 3. Standards: o Language Arts-Writing: Uses the general skills and strategies of the writing process; Uses the stylistic and rhetorical aspects of writing o Language Arts-Viewing: Uses viewing skills and strategies to understand and interpret visual media o Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
Frank Smith, (2004), argues that teachers should model collaboration for their students by participating with them in writing skills for brainstorming, composing, and editing. This allows teachers to work with students to complete new writing skill tasks rather than one they already have agreed
Therefore, the purpose of assessment in support of planned curriculum is to help build on children’s strengths and weaknesses and aid in continued growth and learning. Furthermore, assessments illustrate that children have actually gained knowledge and skill from planned learning experiences. Even more, they exhibit the children’s ideas and attitudes towards their experiences. The teacher sent home picture cards for the children to continue working on rhyming at home and suggested several rhyming read aloud books for parents to read to their child at
This stage is important because it determines if he or she can figure out the main plot of the story. The next stage is recited. This is where he or she may decide to tell another student what he or she has learned. The final stage is review. Reviewing after you have read a chapter allows the content to stay fresh in his or her head.
A good example of teaching specific structure of narrative text for students is letting them use a story map. Story maps can show students the components of a story such as characters, place, time, problem and solution. Students can comprehend a story better by knowing these important components. “Teaching students the
The intuition of Self-Expressive learners uses hunch, guessing, and insight to organize the world into shifting patterns of possibility. Meanwhile, their feeling function applies association, memory, and emotion to the task of turning these patterns into concrete images they can use to understand what they are learning, and to create meaningful products. It is through these processes of imagination, creativity, personal expression, and communication that Self-Expressive learners become excited and motivated in the classroom. Self-Expressive learners need stimulation and surprise to engage and focus their attention. They thrive on imaginative literature and provocative prose in science and social studies.