Given that one of the primary goals for teaching students to read is for them to comprehend the materials they read, teachers must devise a method of assessing whether students, in fact, understand what they read. Even though different strategies are utilized in the teaching and assessment of reading performance,
Formative assessment: I will be providing students with a quiz. I will grade the quiz as the finish it during individual work and during small discussion groups. This will allow me to measure the students’ knowledge and understanding of the material. I will go over the correct answers during our wrap up activate. This will allow the student to get closer to mastering the material.
In addition, Sejnost (2009) states that this strategy is started by the students who listen to the keywords which are mentioned by the teacher and then attempt to visualize what are they hearing by making pictures in their minds. When the students read the text, they will make prediction about the story of text. They will combine between their background knowledge about the text with the idea of text. At the end of reading, they will understand and get the whole ideas of the
Materials: Three Billy Goats Gruff, Story Map Anchor Chart, Pocket Chart with Story Strips, Flip Book Handout (one each student), Scissors, and Colors Objective: After reading the Three Billy Goats Gruff the students will be able to identify and describe what a book is mainly about, and the students will be able to describe the story’s overall structure, including characters, setting, and the beginning, middle, and ending. Explicate Instruction: Explain that the main idea or theme is what the story is about, and that a title, and the pictures of a story can help identify the theme of a story. Show the students a story map by using an anchor chart, and explain that story maps are tools that can help readers verify and understand the setting, characters, sequence of the story, remember information from the story, and determine the main idea of the story. Introduce the students the Three Billy Goats Gruff, and ask them what they know about the story to aid them in activating prior knowledge. Teacher Modeling: Use the think-aloud process to model determining the main
Materials Cells That Make Us articles for each student Attachment 7), pencils, dictionaries Grouping At this point I would like students to work individually. This will help me assess what they have learned so far. Differentiation ELL students will have access to
Assessment: 1. Towards the end, the students will have a small quiz and quick write to explaining the importance and comprehending the significant of heroes. 2. The teacher will ask a few follow-up questions regarding 9/11 to challenge and assess their knowledge about the 9/11 event. Adaptations: 1.
They discuss what they have read, what better way to use manipulatives to engage in class discussion. Furthermore, these technic of using visual icons guides the reader in connecting the story to the theme and the plot. This article touches several grade levels by giving specifying strategies according to grade level. In order to, be able to combine different methods and technics according to grade level and distinguishing from Kindergarten Primary and Secondary. Frish’s,
• This information can be provided on an A4 Student Information Sheet. • This SIS should have bullet points detailing the specific SEN concerns for the student and information on the action teachers could consider taking to promote learning. The bottom half of the sheet is left for teachers to keep working notes under two headings: • ‘problems relevant to this subject’ and ‘action taken to ensure success in the
A running record is an important tool that is one component of a three component process to identify the students appropriate instructional text level and determine if he/she is ready to progress to the next level. The first part of establishing a running record is to have the student read from grade level passages or books and to document their reading performance. The second part requires having the student retell the passage and evaluate their comprehension by using the retelling rubrics. The last part includes having the student complete an oral or written comprehension quiz which provides information for each question describing the skill it assessed in order to identify comprehension skills that require further practice (Learning A-Z,
English is important to be learned in this globalization era. Learning English involves four main skills. The four skills are listening, speaking, reading and writing skills. Those skills have to be mastered by the students when they are learning English. “To teach those four skills, teachers have to use some methods that can give the chance to the students to be involved in teaching and learning process” ( Richard and Rodgers, 1998) it means that the school, the teacher and the students as well decide the success of achieving the educational aims on the school level.
Having students fully engaged with a text to achieve meaningful learning requires some components be put in place. The text must be on their appropriate instructional reading level, so as not to frustrate them. The students must have the skills to read and then critically analyze the content. To do this, students must usually have scaffolded instruction on how to analyze a text, for example how to make inferences or connect a topic to its real word application. Students also must have the opportunity to discuss with others the text to deepen their understanding by using others points of view to help deepen their own understanding.
I would say “Today we are going to “read between the lines,” which is also known as inferring, while reading the book Lilly’s Purple Plastic Purse by Kevin Henkes (show cover). Based on the pictures what could you guess is going to happen?” Students will answer and I will respond by saying “Using your previous knowledge about what the objects are in the picture you could infer that she (enter students’ answer). We will infer while reading the book, and explain our inferences and ideas that we made, in discussion and in independent practice.” During the reading, I would model for the students how to make inferences. The first inference I would model for the students is after she describes the snacks that Mr. Slinger brings. I would say “mmm, curly, crunchy, and cheesy that sounds like Cheetos Twisted Puffs!
Students were able to successfully describe to why characters in a story each character is acts or thinks different. The next step was going over how to describe students viewpoints by focusing on the characters actions, how they feel, and what they see through the story. When reading the book, I insured to make pauses
When approaching this lesson before I begin to read I will comment on the vocabulary we will encounter during the reading. It is important, to do so, as some of the words used are not English words and students must have an understanding of the language to fully comprehend the text. Next,I will read the book The Keeping Quilt by Patricia Polacco. I will then instruct my students to answer questions aboutthe many traditions portrayed throughout the book. My students with reading disabilities will be given small group instruction.
1 I will always try to involve students in the assessment process. “Involving students in the assessment process is a key way of helping them to manage and ‘take ownership’ of their learning, by thinking about what they have achieved and planning ahead.” (Educational Scotland). Students have to know what their strengths and weaknesses are, in order to undertake appropriate action to reach their goals. Explaining what is going to be covered during the course and what are the expectations to gain the qualification will help them to feel responsible for their own learning. On the first lesson I will involve them just by asking what they know about the subject.