3. Objectives 1. General Objectives Student be able to: • process new information correctly • improve their reading • overcome their dyslexia • to read compound words correctly • to use ipod in 2. Specific objective Student be able to: • improve student spelling • read quickly, smoothly and accurately • Understand what their reading • Connect between speaking ,listening and reading 4. Content Subject Area: English Topic: Coordinating Conjunction Allocated time:45 minutes Date:2015/2016 Skill Focus: compound words Value focus: importance of compound words Level :Grade 5 Designer : T. Omar AlGhadani • Overview Combine two syllable words to make a new word: a compound word. This activity helps your child’s Then gradually extend the pause until the two words that spoken with a full one-second pause between them.if that didn’t work use iPod app (Easy Spelling Aid) to assist him to say it. • Extension Say the first part of a compound word and ask the child to give you the last part. There will be many possible answers that are correct. For example, for the first part of the snow, the child might say snowman, snowball, or snowflake. You may need to give a clue pointing, gestures, or acting on a possible answer. For example, you could say that the word eye and then point to a ball (for eyeball), your eyebrows or eyelashes. • Activity one First, choose one of the students and let the others pay attention at him. Each one gave a thumb-up or thumbs down to indicate whether they agree with his response. Then repeat the two words (with a one-second pause between them) and have the whole group responds with the
This task should be fun and interesting for the students. It is my hope that this activity proves to be successful for my students and helps them to understand the necessary learning objectives set forth.
Another thing that I observed and recorded with an a frequency count was Jamie doing several work sheets. One of theses worksheets was a math specifically counting and the other worked on identifying objects that started with the letter R. After the teacher gave instructions on both the papers Jamie started to work on her worksheets. With in the time it took her to finish these worksheets (less then 15 minute) Jamie ask on of the adults if she was doing the work correctly about seven times. One thing that I would modify in the future is the instructions that were given at the beginning. I would make sure that the students understood what they were support to be doing before they started the assignment. I would also be very specific with
Once its clear to them I combine all Shapes and mix it up allowing them to make patterns with the sizes. This gives them the opportinuty to things more along with having something else to keep their minds thinking.
Establishment consisted of teaching the children correct placement of articulators to produce the targeted speech sound across all word positions. The randomized-variable practice began once the child could produce the sound 80% of the time in certain syllables. It usually took children 1-5 sessions to complete the establishment phase. Random teaching tasks such as imitated single syllables, imitated single words, nonimitated single words, imitated two-to-four word phrases, nonimitated two-to-four word phrases, imitated sentences, nonimitated sentences, and storytelling or conversations were selected in the second phase. Participants remained in this phase until they obtained 80% mastery across two
According to social cognitive theory, people and their environments mutually influence each other (Ormrod, 2011). People learn from the environment they are in, people they interact with, and behaviors they watch. People can learn by observing others and as they become older they can set their goals based on the accomplishments and the results of that learning. The video of the 4th grade, Canoga Park is about learning by observing, listening, and discussing a subject among the class-mates (4th Grade, Canoga Park, n.d.). In the video teacher is trying to teach the students about the importance of printing press. The teacher asked the students to divide in the groups of two called “pair and share” to discuss the views between two students first and then he asks the students to answer in a bigger group setting to assess whether the students learned the subject or not. The purpose of...
Branson also uses various verbal prompts to increase student performance and correct behavioral responses. These prompts are also displayed on posters in the classroom identify and remind students of appropriate classroom behavior. When the students are changing actives or leave the room, Mrs. Branson holds up one finger and says “one” aloud to the class. “One” represents the the acronym SLANT, which is a strategy that enhances learning and student performance by creating a behavior incorporating the conscious use of positive body language (Professional Learning Board). SLANT prompts students to sit up, listen, ask and answer questions, nod your head, track the speaker. When Mrs. Branson says “two” students stand up and push in their chair and get ready for “three” which is the transition to the next activity and students systematically line up in a single
Knutsen informed the students that they would be moving to the lab for the second period to begin their Scantron Assessment. He explained to them that the Scantron was an online test that allows you to answers questions based on math concepts you learned up to this point in your educational career. He informed them that every student in the building is taking the Math and Literacy tests and that you will use the computers in the lab to answer the questions. Next, Mr. Knutsen presented a few math topics on the SmartBoard in the form of review questions and asked the students to track the speaker and answer the question in their notebook. He set the timer for ten minutes and allowed the students to answer. When the timer rang, he asked students to go up to the SmartBoard, one by one, to answer the problems. The concepts reviewed in these problems were dividing fractions by fractions, creating a number line and solving equations. After the students wrote the answers on the board and Mr. Knutsen went through the problems, he moved on to the introduction of the Scantron
As I was going through all the options from the phonics book, I decided to choose word roundup because it seemed exciting and easy to do. I remember thinking, how can I start explaining this assignment to my niece? How can I make it easier for her to understand? Will she be able to do it without me giving her the answers? I mentally prepared myself as this is new to me. My niece is a kindergarten student at Gonzalez Elementary. She is seven years old and gets distracted pretty easily with whatever noise she hears. Therefore, my first mission was to take her to a quiet place to get her full attention. Then, I started telling her that we would do a fun activity and if she answered correctly she would get rewarded. The first thing that popped
When the time was up to stop writing, I looked around the classroom and noticed some of the students appeared a bit confused. The assignment was not a difficult one, not for me anyway. When the teacher began asking students to share what they had written with the class, it was interesting to find that only a...
After analyzing the data, I was able to identify a sequential verbal pattern. The teacher would ask a question and give all students the opportunity to respond, the first student to call out correctly, would then come to the white board and answer.
Every time my parents read to me, I tried to say the words along with them. As a result, anytime I had problems pronouncing a word, my mother made me sound the word out until I sounded it correctly. She told me to take each word, syllable by syllable.
Language Development in Children Language is a multifaceted instrument used to communicate an unbelievable number of different things. Primary categories are information, direction, emotion, and ceremony. While information and direction define cognitive meaning, emotional language expresses emotional meaning. Ceremonial language is mostly engaged with emotions, but at some level information and direction collection may be used to define a deeper meaning and purpose. There is perhaps nothing more amazing than the surfacing of language in children.
Group Discussion: I will then ask the class to share how they have determined which type of assessment to use in past lessons.
The games I came up with to help Nayeli is Strawberry Vine and Shape Bingo. The strawberry vine game is a game that will help the child with her beginning sounds of the alphabet A-Z. The parent main goal was to have her child know how to sound out the letters of the alphabet because she wants her child to speak clearly in the english langue. The game is respectful of the family because I did the game around the mother’s interest and the child’s likes. Nayeli loves strawberries, while at school she is always in the house area making strawberry cake and ice-cream. With that being said, the way this learning experience is beneficial for this particular child is because she loves strawberries and will learn the beginning sounds of the alphabet while using what she loves. Strawberries Vine promotes learning by demonstrate and initial understanding of letter sounds and relationships. It also is to demonstrate letter sound awareness by matching the letters to beginning sound of the
On the next two sections the same activity and same class discussion. While students are doing their activity I am secretly observing their attitudes; the way they speak, the way they move and the way they perform their tasks. I was very careful with my words that time, for me not to commit mistakes and because I want to get the attention of my students I remained serious all throughout the