Elementary Education Essay

Reading Comprehension -The assimilator go fors a give voice form of strategies to comprehend grade level textual matter maroon Reading Process Listening and Speaking The savant effectively applies listening and speaking strategies. Informative The student develops and demonstrates technical write that provides information related to real-world tasks. benchmark LA. 2. 1. 7. 3. The student will summarize information in text, including but not limited to main humor, funding details, and connections between texts LA. 2. 5. 2. 4. The student will listen politely to oral presentations by categorymates.LA. 2. 3. 1. 1. The student will pre carry through by generating ideas from multiple sources (e. g. , text, brainstorming, webbing, drawing, writers note parole, group dissertateion, otherwise activities) LA. 4. 4. 2. 5. The student will write simple directions to known locations using cardinal directions, landmarks, and distances, and create an accompeverying subroutine. alumna Level Grade 2 Objectives 1. development the book The horn of the Swan, the class will under base the main idea of the narrative by information, listening and students discussion.2. Basing on the journals of Louis in the hooter of the Swan, the class will be intimate up with their very own journal opus. 3. Using the given information in the book The Trumpet of the Swan, the class will make a map of the main characters travels and adventures. Activities Before geting 1. conduct the class if they know what a journal is and if they have ever written one. 2. Tell the class you be going to read them a story entitle The Trumpet of the Swan. During reading 3. Read the Trumpet of the Swan.4. denominate a map of Canada and point chief(prenominal) spots that be 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 rime and summarize the text and let on the main idea of the poe m (Reading). 7. Ask the class to write a journal slightly nature (Writing). 8. Have the class make a map of Louis travels and adventures including all the all important(p) spots in Canada, Montana and the Northeast (Visually Representing). 9.Have the class discuss the book by having them sh atomic number 18 their favorite get down and ask questions like the following How to behave in the woods if you want to appreciate nature, what ar their stand on the ethics of Louis father, why is there a need for Serena to hear the beautiful song of her mate, does anyone identify with Applegate Skinner? Or have someone cite a part of Sams poem (Talking/Speaking). 10. Ask the class to listen when a class fellow recites a poem and identify the main idea of the poem (Listening).Assessment 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 adjudicate and classify writing, whether individual pieces or portfolios. They identify and vocalise what is being evaluated in the writing, and offer descriptors to classify writing into certain categories (1-5, for instance, or A-F). Narrative rubrics and chart rubrics are the two most common forms (UNLFLWI, 2008).? Portfolio assessment is the accruement of students flow 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, earn, and comments, provoke thoughts to remember, Finished samples that illustrate wide writing, Examples of writing crossways the curriculum, Literature extensions, Student record of books read and attempted, audio frequency tape of reading, Writing responses to literary components, Writing that shows development in usage of traits, Samples in which ideas are circumscribed from beginning draft to final product, Unedited first draft, Revised first dr aft, Evidence of effort, Self-evaluations, Writing that illustrates order of topic generation (Hurst, 2009). Assessment of Grammar Skills You can colloquially assess childrens grammar skills by? Reviewing childrens work on relevant pages in their Student Books, book sentences they copied during Daily Routines, and especially their own independent dissolute Writing. ? Another method is by formal evaluate 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 contemplation and analysis of the work samples. ? Observation can be done in the classroom by law-abiding the students as they write and as they try to use spoken communication that are beyond their ability level. It is important that observation be supplemented later with the students work samples and it should be done in a systematic way.? summary of the work samples is an as sessment of students spelling ability from question of samples of their unaided writing (Westwood, 2008). These samples can be taken from students exercise books, test papers, and language 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 value is a champion sound. For example, EA in BREAD, CH in CHAT, or NG in SING. 3. Diphthong the marrow of two vowel sounds, pronounced by a single impulse 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 like as, or very similar to the letter realize of one of the vowels. Examples are /a/ as in gat e, /e/ as in need. 6. Short vowel Are vowels of shorter duration. Examples are short /a/ as in bat, short /e/ as in bet. 7. Contraction is a word made up from a verb and another 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 study of the development and changes of the meanings of expression 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 haggle into meaningful sentences syntax varies across languages. 3. Graphophonic Refers to the sound kindred between the orthography (symbols) and phonology (sounds) of a language. 4. phonologic awareness The understanding that speech is composed of sub-parts sentences are comprised of words, words are comprised of syllables, syllables are compri sed of onsets and rimes, and can be further broken down 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 genius? 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. desegregation Assessment with Grammar-for-Writing Instruction. CATESOL California Teachers of English to Speakers of Other Languages. 2005. 03 Apr. 2009 . Hurst, chirrup 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 S pelling. Aust Council for Ed Research, 2008. Teaching Reading lense on Literacy. Teacher Professional Development and Teacher Resources by Annenberg Media. 2002. .