The Importance Of Student Evaluation

Adaptations: 1. The teacher could model and show examples of the writing prompts and activities. 2. The teacher can print out pictures for the student to see closer and follow along 3. The teacher could provide extra time for student.

Strategy Instruction and Rationale: The students will be given an expository text to read on their own. The students will also be given a power mapping graphic organizer to use while reading their text. The students will fill out the power-mapping organizer with the main idea, the subtopics and then the supporting ideas. The students will have to use phrases from the text to make sure that they are utilizing the correct vocabulary. As Gordon says in her lecture, Comprehension Part II, power mapping graphic organizers show the relationship between ideas/ concepts and can be applied in all content areas.

The teachers usually teach from a textbook trying to help students understand the content and this adds to rote learning .Therefore at all levels in a school system the textbook plays a significant role as students are assessed through examinations that are within the limits of the textbook and for the teacher it acts as a structuring device in a particular sequence that can be applied

The teachers usually teach from a textbook trying to help students understand the content and this adds to rote learning .Therefore at all levels in a school system the textbook plays a significant role as students are assessed through examinations that are within the limits of the textbook and for the teacher it acts as a structuring device in a particular sequence that can be applied

Patrick Lewis, pencils, scratch paper Grouping Students will work in pairs so as they could discuss how to solve a problem in the poem. b) Reading (the activity was retrieved from https://betterlesson.com/lesson/613848/cells-the-basic-building-blocks-of-living-things) Students will participate in close reading of “Cells that Make Us” article. Students annotate text by first marking the text and then writing and drawing in the margins using the Avid strategy (Attachment 6) After that, students answer the questions (Attachment 7). The purpose of this activity is to reinforce the concept that living things are made of cells, the concepts of unicellular and multicellular organisms, and also connect the Microscope Mania activity with theory. Materials Cells That Make Us articles for each student Attachment 7), pencils, dictionaries Grouping At this point I would like students to work individually.

Zoharit also writes on the corner of the board the names of students that finish first, for extra motivation. When most students are done Zoharit checks their answers and adds questions on the board with the help of students. Zoharit writes an additional sentence on board and asks the students to write 3 questions that their answers can be found in the sentence (beginning with when, where and how many). The students are quite while working since doing the same type

The class will determine the characters of the story, the setting of the story, the beginning, middle, and end, of the story, and work together to complete a story map. Students will be encouraged to volunteer to come to the front and place story strips in the correct order in a pocket chart. Using effective questioning will assist the class in discussing and working together to verify the sequence and theme of Three Billy Goats Gruff. Independent Practice: The students will work individually to complete a flip book. The students will put the flip book together, cut out and color each character from the story, glue the characters from the story in the flip book, draw a picture of the setting of the story, and cut, color, and glue pictures in the correct order from beginning, middle, and ending of the

between multiple pictures of desired and non-desired objects placed on their communication book. Consistent with the previous phases of PECS, the student is to a picture and hand it to their communicative partner. ?? ?If the student selects the picture of the desired item, then they are presented the actual desired item coupled with social reinforcement. When a student responds incorrectly, error correction strategies such as the 4-Step Error Correction Procedure10 are introduced to help the student realize his/her error.

In this particular job, people arrange the clothing merchandise by small, medium, and large. Another example, in this field of work is to explain the merchandise to the customers and what is the best to buy. Some other place that one could apply this skill is at school. An example at school would be to compare and contrast a specific work of literature and examine what the book means. One other example at school is to have the students maybe develop a questionnaire about a particular subject and see if the other students can answer it.

TQ: “What do we need to find out and record?” Allow students to select a range of objects found in the classroom or the playground and record what it isit in the first column of worksheet. Predict: Students will predict whether the object is going to float or sink and circle the appropriate word in the ‘predict’ column. Teacher asks them why they think this will happen. (See worksheet Appendix I). This gives the perfect opportunity to identify any misconceptions and also to discover their understanding of floating and sinking.