Students will be required to study the text and to develop the ability to prepare and construct a response to the text, using appropriate language in their discussion. Students should be able to identify and discuss key aspects of the set text, including how the writer constructs meaning and the ways in which social and cultural values are conveyed. Area of Study 2 Creating and presenting Students will be expected to read a range of texts relevant to the theme ‘Conflict’, including the play ‘The Crucible’, songs of Paul Kelly and the film, ’Kite Runner’. Drawing on the knowledge gained from these texts, they will create written texts. Area of Study 3 Using language to persuade The focus of this area is on the use of language in the presentation of a point of view.
Visual text is included in the form of editorial cartoons and photos as well. In each case, the intent is to have students explore the deeper meanings of the words or images to form conclusions or connections with course themes, current issues, or other assignments by understanding an author’s purpose, intention, and audience. Students write short responses such as rhetorical précis, have guided classroom discussion, or work in partners or in small groups with guided questions from the teacher to stimulate their interaction.
Subject: Language Arts/Reading Topic or Unit of Study: James and the Giant Peach Grade/Level: 4 Summary: • Students will study key vocabulary terms. • Students will discover main points in the reading and in the movie through the use of a Venn diagram. • Students will study in-depth word study related to the book. • Students will study poetry and its importance within the book. Standards: Strand 1: Reading Process Concept 4: Vocabulary: PO 1.
Vocabulary helps students apply meaning to the words they read and aid in comprehension. All components work together to provide students the necessary skills to read well. Put Reading First: The Research Building Blocks of Reading Instruction describes the NRP’s findings of scientifically-based reading research and provides a framework for using the findings in the classroom. Twelve key concepts from the NRP’s report concerning the first two components, phonemic awareness and phonics instructions, are discussed below. Phonemic awareness can be taught and learned.
The objective “Analyze symbolic meaning in visual and print based texts”, was graded through an informal assessment of class discussion. It was also met in a formal assessment of evaluating the summative analysis of the students Voice Thread project, which uses a rubric based on the students’ use of visual aid, colors, expressions, and connectivity to the text. The teachers second and third objectives to, “Evaluate the analyses of their peers” and “Use new media tools to participate in digital conversations”, are tied to the same assessment of whether or not the students provided feedback to their peers that explored different perspectives and promoted questions and if they responded digitally through the website
The graphophonic or visual cueing system has to do with letter recognition, counting the number of letters, and punctuation. Finally pragmatics looks at the context and reason for reading (Curwen, 2009). This cueing system helps students become independent
Some students made need help with basic math facts while other students are ready to do some enrichment problem solving with their mathematics. Whole class instruction will take place throughout the year but primarily at the beginning of the year, when explicit instruction is taking place on the use and expectations of the iPads. The use of a document camera will be integral in leading the students in initially using their devices. Additionally, throughout the year whole group instruction will be a part of our daily routine and curriculum. Share how the iPads would be incorporated in reading, writing, math, science, and social
Aural/Auditory Learners: Spoken/Heard instructions facilitate learning for his type of individual. Lecture sessions, discussion groups, emails and recordings are devices that helps people with this learning preference to explore and discuss concepts with others and understand what works best for them in learning environments. Read/Write Learners: Learners who choose this preference learn best when they receive and return information as words. Communication may be penned or typed. The mechanisms of choice are PowerPoint, the Internet, dictionaries, text signs and written responses.
They necessitate dissimilar skills and teaching methods. Another solution is to construct reading activities so that there is a before, during and after stages of reading knowledge. Expository text comprises the greater part of what we read which includes essays, directions, documents, journals, magazine and newspaper articles, and other things. Students need to familiarize themselves with how these texts work and what to do when they start reading these types of texts. Chris Street wrote an original research article, “Expository Text and Middle School Students: Some Lessons Learned”, and tells us that middle school students face difficulty reading expository texts because they were not taught how to read in this fashion while in elementary school.
For older students, ask to see their work and check their school planners or agendas. • Spend time talking and discussing books and assignments. Ask specific questions about what your child is learning in science, language arts, math, etc. (Show me how, tell me ) • Encourage your child to read independently – books, magazines, newspapers, etc. The important thing is that the child reads.