In the listening assessment I can see how well students are pronouncing words in terms of breaking down the word using syllables. When the student repeats the words that he or she heard from the audiotape, I will be able to see how well they are coming along in listening and repeating, breaking down words to pronounce them correctly and trying to spell the words based off of how they sound. In the flash card assessment, I can see how well the students are coming familiar with the short “a” and the long “a” sound. Students will understand how words are spoken and spelled by knowing the long and short vowel sounds. I can monitor this by changing the words and the vowels at any given time.
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
They read the quote out and stick it on the board in the place they choose. They have to read it aloud and allow students adequate time to copy it down. They have to explain why they have chosen to attach it to ‘Darkness’, ‘Light’ or if they have placed it in-between. Then they must manage a response to the interpretation of the quote (prompts are used underneath the quotes themselves). This means that they ask the class and as students put their hands up; they take ideas and record them on the board.
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. o Students use spoken, written and visual language to accomplish their own purpose 4. Procedures and Activities: guided practice Before we get started we will discuss the writing process: Prewriting Drafting Kerns page 8 Lesson Plans Revising Editing
Once the pledge is finished read it to the students, then read it together as a class. Pass out a star to each student and instruct them to write their name on the star using their best handwriting. This will be done in pencil. Have the class show by a raise of hands who is willing to make this classroom promise before hanging the stars. “Now before we can put our stars up, we have to make a promise to follow our classroom pledge.
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.
The works cited page should include your interview(s) and any other outside source(s). You also need to use in-text citations whenever you quote or get information from your outside sources. Your handbook provides guidance on how to do this effectively, ethically, and correctly. EXAMPLES Your instructor will help you to distinguish feature articles from other types of articles. You’ll be looking at some feature articles in class, and there are student essay examples in this book.
The final version of the research paper will be graded on content, grammar, spelling and APA documentation. I expect the student to incorporate my comments from the draft version. • It is possible to turn in a draft version that meets all the necessary elements of a final version. Note: Please cite all sources to avoid plagiarism. I will be checking all papers with a service called turnitin.com, which checks research papers for plagiarism.
Fundamental Reading Ralph Washington EDU 371 Phonics Based Reading & Decoding Jennifer Hanson October 8, 2012 This week’s lesson started with me reviewing some of the sounds from last week. In order to read, we must first know and understand the sounds of the letters. After our review we began with lesson 3 and began to work with our grapheme sounds. These are sounds that are represented by a letter or group of letters that make up one sound such as “ch”, “sh”, and “th”. By using these shortcuts we were able to slide the sounds together to make words and begin our reading process.
Grammar: Embedded Questions. Context: I was eliciting information about the context of the reading seen last class, with the aim of having the students produce language freely while reviewing comprehension of the class. Comment: I asked the following question: “Can you tell me, Who they are?. This is correct considering that an embedded question is a question that is included inside another question or statement and they are commonly used after introductory phrases, such as: I wonder, Can you remember, Let’s ask, etc. b.