Elementary Education Essay

Reading Comprehension -The learner rehearses a strain of strategies to comprehend grade level textbook Strand Reading summons Listening and Speaking The student effectively applies heeding and speaking strategies. illuminating The student develops and demonstrates technical constitution that provides information related to real-world tasks. Benchmark LA. 2. 1. 7. 3. The student bequeath summarize information in text, including but not express to important root, supporting details, and connections between texts LA. 2. 5. 2. 4. The student will listen courteously to oral presentations by secernmates.LA. 2. 3. 1. 1. The student will pre bring out by generating ideas from multiple sources (e. g. , text, brainstorming, webbing, drawing, generators note moderate, group discussion, other activities) LA. 4. 4. 2. 5. The student will write simplex directions to familiar locations using cardinal directions, landmarks, and distances, and create an accompanying map. Grade take G rade 2 Objectives 1. Using the book The motor horn of the Swan, the class will understand the main idea of the story by recital, listening and students discussion.2. Basing on the journals of Louis in the Trumpet of the Swan, the class will come up with their very own journal writing. 3. Using the given information in the book The Trumpet of the Swan, the class will deal a map of the main characters travels and adventures. Activities Before reading 1. deal the class if they manage what a journal is and if they have ever written one. 2. Tell the class you argon going to read them a story entitle The Trumpet of the Swan. During reading 3. Read the Trumpet of the Swan.4. Show a map of Canada and particular important spots that are mentioned in the Trumpet of the Swan. 5. Show a sample journal and explain how to write and what to write. After reading 6. Ask the class to read Sams poem and summarize the text and identify the main idea of the poem (Reading). 7. Ask the class to wri te a journal about nature (Writing). 8. Have the class distinguish a map of Louis travels and adventures including all the important spots in Canada, machine translation and the Northeast (Visually Representing). 9.Have the class discuss the book by having them allot their favorite part and ask questions like the following How to behave in the woods if you want to appreciate nature, what are their stand on the morals of Louis father, why is there a need for Serena to hear the beautiful variant of her mate, does anyone identify with Applegate Skinner? Or have someone recite a part of Sams poem (Talking/Speaking). 10. Ask the class to listen when a classmate recites a poem and identify the main idea of the poem (Listening). sagacity of Writing Development The 2 ways of assessing a students writing development are Rubrics and Portfolio assessment. ? Rubrics are tools teachers and students use to evaluate and classify writing, whether individual pieces or portfolios. They identify and articulate what is existence evaluated in the writing, and offer descriptors to classify writing into certain categories (1-5, for instance, or A-F). fib rubrics and chart rubrics are the two most common forms (UNLFLWI, 2008).? Portfolio assessment is the sight of students fit over time reflecting their progress, efforts and achievements and teachers based it on the following items students Projects, surveys, reports and units from reading and writing Favorite poems, songs, garners, and comments, Interesting thoughts to remember, Finished samples that illustrate wide writing, Examples of writing across the curriculum, Literature extensions, Student record of books read and attempted, Audio immortalize of reading, Writing responses to literary components, Writing that shows growth in usage of traits, Samples in which ideas are modified from world-class draft to final product, Unedited first draft, Revised first draft, Evidence of effort, Self-evaluations, Writing that illu strates evidence of topic generation (Hurst, 2009). Assessment of Grammar Skills You flowerpot informally assess childrens grammar skills by? Reviewing childrens work on relevant pages in their Student Books, handwriting sentences they copied during everyday Routines, and especially their own independent Quick Writing. ? Another method is by formal graded assessments such as quizzes, selected homework activities, and in-class tests (Porter and vanDommelen, 2005). Assessment of spell out Skills The two ways of assessing the students spelling skills are observation and analysis of the work samples. ? Observation buns be done in the classroom by observing the students as they write and as they try to use talking to that are beyond their ability level. It is important that observation be supplemented later on with the students work samples and it should be done in a systematic way.? compendium of the work samples is an assessment of students spelling ability from examination of s amples of their unaided writing (Westwood, 2008). These samples can be taken from students exercise books, test papers, and language liberal arts portfolios (Fiderer as cited in Westwood, 2008). THE SPELLING PATTERNS 1. Blends are 2 or 3 letters combined to form a distinct spelling sound. Examples are -br- in brown and break and -fr- in fry and freeze 2. digram A group of two successive letters whose phonetic set is a single sound. For example, EA in BREAD, CH in CHAT, or NG in SING. 3. Diphthong the union of two vowel sounds, pronounced by a single urge of the voice as, ea in beat, ou in sound. 4.R-controlled vowels When a vowel is followed by an r, it makes a special sound. These are called r-controlled vowels, or r-colored vowels. Examples are /ar/ sound as in car, /er/ sound as in butter. 5. Long vowel a sound which is the same as, or very similar to the letter name of one of the vowels. Examples are /a/ as in gate, /e/ as in need. 6. Short vowel Are vowels of shortlyer dura tion. Examples are short /a/ as in bat, short /e/ as in bet. 7. Contraction is a word made up from a verb and other word where an apostrophe takes the place of any letters that are left out. It can be positive contraction or negative contraction. Examples are arent are not and heres here is. CUING SYSTEM 1.Semantics the hear of the development and changes of the meanings of speech forms. Semantics is also a study of the process by which meaning is derived from symbols, signs, text, and other meaning-bearing forms. 2. Syntax the conventions and rules for assembling address into meaningful sentences sentence structure varies across languages. 3. Graphophonic Refers to the sound relationship between the orthography (symbols) and phonology (sounds) of a language. 4. Phonological awareness The understanding that speech is composed of sub-parts sentences are comprised of wrangle, words are comprised of syllables, syllables are comprised of onsets and rimes, and can be further b roken follow up to phonemes. Cuing StrategiesUsed by effective readers to figure out unfamiliar words and to make meaning, cuing strategies include knowledge of syntax, semantics, words and word meaning, and graphophonics (letter/sound associations). teachers can guide students to use cuing strategies by reminding them to ask themselves, did it sound right? Did it make sense? Did the word look right? (Teacher Resources, 2002).References Advice for Teachers Assessing Student Writing. UNL FLWI. 2008. 03 Apr. 2009 . Porter, Patricia, and Deborah VanDommelen. Integrating Assessment with Grammar-for-Writing Instruction. CATESOL California Teachers of English to Speakers of Other Languages. 2005. 03 Apr. 2009 . Hurst, hum Otis. Portfolio Assessment in the Reading-Writing Classroom. Carol Hursts Childrens Literature Site Reviews and teaching ideas for kids books. 03 Apr. 2009 . Westwood, Peter. What Teachers Need to hunch over about Spelling. Aust Council for Ed Research, 2008. Tea ching Reading Lens on Literacy. Teacher Professional Development and Teacher Resources by Annenberg Media. 2002. .