P.3 English Comparison of Adjectives (Comparative & Superlative) 5/5/ /5/2014 Canossa School (Hong Kong)
|
|
|
- Marsha Barton
- 7 years ago
- Views:
Transcription
1 P.3 English Comparison of Adjectives (Comparative & Superlative) 5/5/ /5/2014 Canossa School (Hong Kong)
2 Theoretical framework of Learning Study Building on three types of Variation: V1: Variation in students understanding about the topic V2: Variation in teachers understanding of what the most worthwhile object of learning is and ways of handling it V3: Using Pattern of Variation as a guiding principle of pedagogical design
3 Select a topic for study (V2) Identify a tentative object of learning (V2) Diagnose students learning difficulties (pre-test, interviews) (V1) Confirm the object of learning & its critical aspects Another cycle of the study Steps in a Learning Study cycle & the use of variation Different teaching cycles Plan the research lesson (V2, V3) Disseminate & report the results (V2) Evaluate the overall impact of the study (V2) Evaluate the learning outcomes (post-test, interviews) (V1) Implement & observe the lesson (V1, 2, 3)
4 Research Lesson Model Lesson
5 Select a topic for study (V2) Which topic is most worth studying? What do you expect the students to learn on the topic? According to the English Curriculum Guide, students in Key stage 1 are required to understand the form of adjectives and comparative adjectives. In our teaching practice, students were often confused with the use of comparative and superlative adjectives. They could not differentiate when to use them accurately. Some students also struggled with spelling of the irregular comparative and superlative forms. We hope that the students are able to understand the form and usage of adjectives, comparative adjectives and superlative adjectives in context.
6 Select a topic for study (V2) Identify a tentative object of learning (V2) Stage 1 Topic: Comparison of Adjectives (Comparative & Superlative) Tentative object of learning: a. Use adjectives to describe people or objects b. Use comparative adjectives or adjective phrases to make comparisons c. Use superlative adjectives or adjective phrases to make comparisons
7 Design of the pilot test Object of Learning Q. no. Assessment focus The critical items addressed The ability to understand the usage of adjectives, comparative adjectives and superlative adjectives in context 1 Use comparative adjective phrases Double the consonant of adjectives ending in a short vowel and a consonant CF(b) 2 Use comparative adjective CF(b) 3 Use superlative adjective phrases CF(c) 4 Use adjectives CF(a) 5 Use comparative adjective Change y to i to adjective CF(b) 6 Use superlative adjective phrases Double the consonant of adjectives ending in a short vowel and a consonant CF(c) 7 Use comparative adjective CF(b) 8 Use superlative adjective phrases Change y to i to adjective CF(c) 9 Use comparative adjective phrases CF(b) 10 Use adjectives CF(a)
8
9
10 B. Fill in the blanks with the correct forms of the comparative or superlative adjectives. John is my friend. He is 140cm tall. I am 130cm tall. I am (short). He likes telling jokes. I think he is (funny) person in my class. He also likes doing exercise in his free time. I don't like doing exercise. He is (fit) me. He always gets 100 marks in dictation. He is very (smart).
11 P.3 Pilot Test Analysis P.3 L1 L2 L3 M1 M2 M3 H1 H2 H3 Q1 (comparative) Q2 (comparative) Q3 (superlative) Q4 (adjective) Q5 (comparative) Part A Pictures are provided Q6 (superlative) Q7 (comparative) Q8 (superlative) Q9 (comparative) Part B In context Q10 (adjective) Weakness: Superlative Adjective context Superlative Adjective context Adjective
12 P.4 Pilot Test Analysis P.4 L1 L2 L3 M1 M2 M3 H1 H2 H3 Q1 (comparative) Q2 (comparative) Q3 (superlative) Q4 (adjective) Q5 (comparative) Part A Pictures are provided Q6 (superlative) Q7 (comparative) Q8 (superlative) Q9 (comparative) Part B In context Q10 (adjective) Weakness: Superlative Adjective context Adjective
13 Select a topic for study (V2) Topic: Comparison of Adjectives (Comparative & Superlative) Tentative object of learning: The ability to identify when to use adjectives, comparative adjectives and superlative adjectives in context. Tentative critical aspects: Critical Aspect CF (a) Function Use adjectives to describe people, animals or objects when there is no comparison CF (b) Use comparative adjectives to compare the difference between 2 CF (c) Identify a tentative object of learning (V2) people / animals / objects Use superlative adjectives to make comparison among 3 or more people / animals / objects Stage 2 Form big bigger than the biggest
14 Design of the pretest Object of Learning Q. no. Assessment focus The critical items addressed 1 Use adjectives CF(a) The ability to Identify when to use adjectives, comparative adjectives and superlative adjectives in context 2 Use comparative adjectives CF(b) 3 Use superlative adjectives CF(c) 4 Use comparative adjectives CF(b) 5 Use adjectives CF(a) 6 Use superlative adjectives CF(c) 7 Use comparative adjectives CF(b) 8 Use superlative adjectives CF(c) 9 Use comparative adjectives CF(b) 10 Use adjectives CF(a)
15 Design of the pretest (Modification)
16
17 B. Fill in the blanks with the correct forms of the comparative or superlative adjectives. John is my friend. He is 140cm tall. I am 130cm tall. I am (short) him. He likes telling jokes. I think he is (funny) person in my class. He also likes doing sports in his free time. I don't like doing sports. He is (fit) me. He always gets 100 marks in dictation. He is very (smart).
18 Pre-test results (3E & 3F)
19 Analysis of the Pre-test The sample is 59 students from 2 classes (3E & 3F) in Primary 3. The test consists of 10 questions. It is divided into two parts. The data of the pretest as follows: Common Error: Use the comparative form: stronger
20 Analysis of the Pre-test Common Error: - Missing than - young than
21 Analysis of the Pre-test Common Error: Mostly use the comparative form - taller than Few use the adjective - tall
22 Analysis of the Pre-test Common Error: Missing than Wrong spelling biger / then
23 Analysis of the Pre-test Common Error: Use the comparative form: heavier
24 Analysis of the Pre-test Common Error: Mostly use the comparative form older than Few use the adjective - old
25 Analysis of the Pre-test Common Error: Missing than
26 Analysis of the Pre-test Common Error: Mostly use the adjective funny Few use the comparative form - funnier
27 Analysis of the Pre-test Common Error: - Missing than - Wrong spelling fiter
28 Analysis of the Pre-test Common Error: Use the comparative form: smarter
29 Pre-lesson interview(s) with a sample of students: Main results Sample: The sample is 3 students from Primary 3. They are chosen from 3 different ability groupings. ( L1, M1, H1) Interview results from L1: Use comparative adjectives to make comparisons between two persons / objects / animals Unable to identify the form of adjectives when there is no comparison Unable to use adjectives to describe persons / objects / animals when there is no comparison Unable to use superlative adjectives to make comparison among 3 or more people /objects / animals
30 Interview results from M1: Identify the form of adjectives and comparative adjectives Use comparative adjectives to make comparisons between two persons / objects / animals Use adjectives to describe persons / objects / animals when there is no comparison Unable to use superlative adjectives to make comparison among 3 or more people /objects / animals Interview results from H1: Identify the form of adjectives and comparative adjectives Use comparative adjectives to make comparisons between two persons / objects / animals Use adjectives to describe persons / objects / animals when there is no comparison Unable to use superlative adjectives to make comparison among 3 or more people / objects / animals
31 Select a topic for study (V2) Identify a tentative object of learning (V2) Diagnose students learning difficulties (pre-test, interviews) (V1) What have the students learnt? able to use comparative adjectives to make comparisons between two persons / objects / animals able to use adjectives to describe people / objects / animals What are their learning difficulties? unable to identify the form of adjectives when there is no comparison. unable to use superlative adjectives to make comparison among 3 or more people / objects / animals.
32 Select a topic for study (V2) Identify a tentative object of learning (V2) Diagnose students learning difficulties (pre-test, interviews) (V1) Confirm the object of learning & its critical aspects Confirmed object of learning: The ability to understand when to use adjectives, comparative adjectives and superlative adjectives in context Critical aspects: CF1: Use adjectives to describe a person, an animal or an object when there is no comparison (e.g. big) CF2: Use comparative adjectives to make comparison between 2 people, 2 animals or 2 objects (e.g. bigger than) CF3: Use superlative adjectives to make comparison among 3 or more people, animals or objects (e.g. the biggest)
33 Select a topic for study (V2) Identify a tentative object of learning (V2) Diagnose students learning difficulties (pre-test, interviews) (V1) Confirm the object of learning & its critical aspects How to teach the research lesson? V2: Variation in teachers understanding of what the most worthwhile object of learning is & ways of handling it Plan the research lesson (V2, V3) V3: Using Pattern of Variation as a guiding principle of pedagogical design
34 Teaching Plan & the use of Pattern of Variation Class Level :Primary 3 Number of period: 1 ( 40 minutes) 1. Lead-in / Motivation: watch a video in YouTube and find out the adjectives
35 Activity Critical aspect(s) be discerned Varied Kept constant 1. Group Discussion discuss when to use adjectives and comparative adjectives. CF1: Use adjectives when there is no comparison disregard the number (singular/plural) of the subject e.g. Mary is tall. Sam and Mary are tall. The number of subject Verb (subjectverb agreement) Subject adjectives CF2: Use comparative adjectives when comparing 2 objects/persons/animals e.g. Tom is tall. Tom is taller than Sam. The form of comparative adjectives i.e. er + than
36 Activity Critical aspect(s) be discerned Varied Kept constant 2. M.C Questions discuss and fill in the blanks with adjectives or comparative adjectives CF1: Use adjectives when there is no comparison disregard the number (singular/plural) of the subject e.g. Mary is tall. Sam and Mary are tall. The number of subject Verb (subjectverb agreement) Subject adjectives CF2: Use comparative adjectives when comparing 2 objects/persons/animals e.g. Tom is tall. Tom is taller than Sam. The form of comparative adjectives i.e. er + than
37 Activity Critical aspect(s) be discerned Varied Kept constant 3. Story telling 4. Group Discussion discuss when to use superlative adjectives CF3: Use superlative adjectives when comparing 3 or more objects/persons/animals. e.g. Tom is taller than Sam. Tom is the tallest in the class. The form of superlative adjectives i.e. the + est The number of subject The form of subject adjectives
38 Conclusion / Consolidation : Error Finding
39 Select a topic for study (V2) Identify a tentative object of learning (V2) Diagnose students learning difficulties (pre-test, interviews) (V1) Confirm the object of learning & its critical aspects Implementation in different cycles Post-lesson interview(s) with a sample of students, Post-lesson conference, Post-test How is the lesson in each cycle taught? What do students learn in each cycle? How to improve the lesson plan for the next cycle? Evaluate the learning outcomes (post-test, interviews) (V1) Different teaching cycles Plan the research lesson (V2, V3) Implement & observe the lesson (V1, 2, 3)
40 1st cycle of implementation Lesson teacher: Pang Siu Man, Agnes Class: 3E Class time: 1:50-2:25 p.m. Students Performance: In activity one, students could point out the differences between the usage of adjectives and comparative adjectives. They could identify the forms of them and the idea of making comparisons.
41 1st cycle of implementation Students Performance: In activity two, students could explain the use of adjectives and comparative adjectives.
42 1st cycle of implementation Students Performance: In activity two, students could explain the use of adjectives and comparative adjectives.
43 1st cycle of implementation Students Performance: In activity three, students could identify the form of superlative adjectives, i.e. the the -est form of adjectives. Some higher achievers could explain when to use superlative adjectives.
44 1st cycle of implementation Students Performance: In the part of the error identification, some students missed the the in the superlative adjectives. In the post-lesson interview, all the 4 students interviewed could conclude when to use the different forms of adjectives.
45 Suggestions for 2 nd cycle of implementation Since in the part of the error identification, some students missed the the in the superlative adjectives, it is suggested that they should be instructed to highlight the form in the previous discussion in order to have clearer focus on the form of superlative adjectives. Students are reminded the form of comparative adjectives and the spelling of than. There should be a discussion and peer checking after finishing the error identification.
46 2nd cycle of implementation Lesson teacher: Mak Kit Man, Maggie Class: 3F Class time: 11:10-11:50 a.m. Students Performance: Similar results were found in all the activities. Students could identify the forms and differences between the usage of adjectives and comparative adjectives.
47 2nd cycle of implementation Students Performance: In activity three, students could partially identify the form of superlative adjectives. Some of them highlighted -est in the sentences but missed out the.
48 2nd cycle of implementation Students Performance: In the error finding exercise, after the students finished their worksheet, time was given them to do a discussion and peer checking. More students could identify the form of superlative adjectives. Less students missed out the.
49 Suggestions for 3rd cycle of implementation In the post-test interview, most students could conclude when to use the different forms of adjectives. But still one of the lower achiever could not use the superlative adjective in question three because she didn t understand the meaning of the word among. It is suggested to attach pictures in the error identification worksheet.
50 Select a topic for study (V2) Identify a tentative object of learning (V2) Diagnose students learning difficulties (pre-test, interviews) (V1) Confirm the object of learning & its critical aspects What is the overall learning outcomes? How do the outcomes be related to the teaching act in each cycle? What do we learn from this Learning Study? Plan the research lesson (V2, V3) Different teaching cycles Evaluate the overall impact of the study (V2) Evaluate the learning outcomes (post-test, interviews) (V1) Implement & observe the lesson (V1, 2, 3)
51 Comparison of the pre- & post-test results (3E & 3F)
52 Post Test Questions
53
54 B. Fill in the blanks with the correct forms of the comparative or superlative adjectives. John is my friend. He is 140cm tall. I am 130cm tall. I am (short) him. He likes telling jokes. I think he is (funny) person in my class. He also likes doing sports in his free time. I don't like doing sports. He is (fit) me. He always gets 100 marks in dictation. He is very (smart).
55 Comparison of the pre- & post-test results Over 92% of students were able to distinguish the forms of adjectives and comparative adjectives. They made progress in all the post-test questions except question number four. One student wrote big than in this answer and forgot to add -er. More than 50% of students improved and were able to use the form of superlative adjectives with picture clues. More than 40% of students made progress in the use of superlative adjectives in context.
56 Pre-test Student 1 (H) Post-test
57 Pre-test Student 1 (H) Post-test
58 Student 2 (M) Pre-test Post-test
59 Student 2 (M) Pre-test Post-test
60 Student 3 (M) Pre-test Post-test
61 Student 3 (M) Pre-test Post-test
62 Pre-test Student 4 (L) Post-test
63 Pre-test Student 4 (L) Post-test
64 Pre-test Student 5 (L) Post-test
65 Pre-test Student 5 (L) Post-test
66 Further recommendations for improving the research lesson From the results of the post-test, students were able to classify the usage of adjectives and comparative adjectives. The structure of superlative adjectives should be further reinforced in the next lesson. Students showed a great improvement in using superlative adjectives. But the post-test showed that 24% of students failed to master the structure or the form of superlative, for example, they missed the in their answers. Therefore, further activities to reinforce the whole form of superlative adjectives (i.e. the est ) are needed. Students attention should be drawn to the context in order to find out the number of parties involved in the comparison, so as to decide which is the correct form of adjectives to be used. The next object of learning will also be the irregular forms of adjectives for comparison.
67 Teachers reflection Pilot test and pretest are the important tools to identify students' learning difficulties. Teachers benefitted from the collaborative reflections and investigations. Findings indicated that the lessons were successful in helping the students to develop the concept of using different forms of adjectives. Learning study enhanced both student learning and teacher professional development.
68 Limitations Lessons were video recorded which affected the actual performance of students. The sample size might not big enough to represent the performance of students. There was not enough time to go through all the activities planned in the lesson plan.
69 Select a topic for study (V2) Identify a tentative object of learning (V2) Diagnose students learning difficulties (pre-test, interviews) (V1) Confirm the object of learning & its critical aspects Another cycle of the study ~ The End~ Thank you! Different teaching cycles Plan the research lesson (V2, V3) Disseminate & report the results (V2) Evaluate the overall impact of the study (V2) Evaluate the learning outcomes (post-test, interviews) (V1) Implement & observe the lesson (V1, 2, 3)
Lesson Plan. Students Prior Knowledge: Students have learned the language items taught in Unit 3 Sports Day Comparatives and Superlatives.
General Information: Level: Secondary 1 Number of students: 40 Time: 35 minutes Topic: Revision for the Uniform Test - Language Activity Day Lesson Plan Students Prior Knowledge: Students have learned
Language at work To be Possessives
Unit 1 Language at work To be Possessives To be Positive: I am / m a receptionist. You / We / They are / re Polish. He / She / It is / s from Brazil. Negative: I am not / m not a team leader. You / We
Sentence Blocks. Sentence Focus Activity. Contents
Sentence Focus Activity Sentence Blocks Contents Instructions 2.1 Activity Template (Blank) 2.7 Sentence Blocks Q & A 2.8 Sentence Blocks Six Great Tips for Students 2.9 Designed specifically for the Talk
Lesson plan for piloting: Language Experience Approach
Around our college Topic: Our College Level: SfL pre-entry / SQA Access 2 ESOL Literacies / CEFR A1 Time: 70-90 minutes (more with extension writing activities) Aims To develop students ability to read
Explanations Comparative with adjectives bad, further further. elder Superlatives Comparatives of adverbs
Explanations Comparative Comparatives with -er adjectives One-syllable adjectives, and two-syllable adjectives ending in -y, generally add -er to make the comparative form (with y changing to i). Adjectives
Forming Comparative and Superlative Adjectives
Forming Comparative and Superlative Adjectives One-syllable adjectives. Form the comparative and superlative forms of a one-syllable adjective by adding er for the comparative form and est for the superlative.
ADJECTIVES (6) Comparatives and Superlatives (03)
ADJECTIVES (6) Comparatives and Superlatives (03) In context 3 min What is the comparative? What is the superlative? The chicken is bigger than the frog. The cow is the biggest. 1 Comparatives and Superlatives
Virginia English Standards of Learning Grade 8
A Correlation of Prentice Hall Writing Coach 2012 To the Virginia English Standards of Learning A Correlation of, 2012, Introduction This document demonstrates how, 2012, meets the objectives of the. Correlation
Third Grade Language Arts Learning Targets - Common Core
Third Grade Language Arts Learning Targets - Common Core Strand Standard Statement Learning Target Reading: 1 I can ask and answer questions, using the text for support, to show my understanding. RL 1-1
Nouns are naming words - they are used to name a person, place or thing.
Adjectives Adjectives are describing words - they tell you more about nouns. Nouns are naming words - they are used to name a person, place or thing. Adjectives tell you more about the noun. Using adjectives
Topic Task: Music, Travel & Descriptions
At a glance Topic Task: Music, Travel & Descriptions Level: ISE Foundation Focus: Topic task Aims: To provide students with a model of a good topic form/topic discussion, to familiarise students with the
Looking for Lincoln Throughout His Life
GRADE LEVEL: 1-3 Looking for Lincoln Throughout His Life TIME ALLOTMENT: Two 45-minute class periods OVERVIEW: In this interdisciplinary lesson, students will gather different facts about Lincoln through
Six Traits Writing Strategies
Six Traits Writing Strategies Jim Collins Improving Writing with Six Traits and Writing Strategies: One Problem at a Time Review of the Six Traits The Six Traits are the qualities that teachers, writers,
Master English. Comparatives and Superlatives. Learn how to use comparatives and superlatives correctly. Download this handbook to your mobile phone
Master English Comparatives and Superlatives Learn how to use comparatives and superlatives correctly Download this handbook to your mobile phone Practice with the Hewitt English Grammar House 3. Future
Aim To help students prepare for the Academic Reading component of the IELTS exam.
IELTS Reading Test 1 Teacher s notes Written by Sam McCarter Aim To help students prepare for the Academic Reading component of the IELTS exam. Objectives To help students to: Practise doing an academic
MAY 2012. Show the class the National Geographic Animal Photo Gallery found at the link:
MAY 2012 ENGLISH LESSON PLAN SUBJECT CLASS PERIOD/TIME AREA OF LANGUAGE LEARNING FOCUS AREA LEARNING OBJECTIVES ENGLISH PIONEER 2 Periods/60 minutes Grammar Comparatives and Superlatives Adjectives The
Directions: Reading Skills Practice Tests
Directions: Reading Skills Practice Tests Two Reading Skills Practice Tests can be found on pages 13-16 of this Teacher s Edition. You can photocopy them and use them all at once, or have students do just
Tools to Use in Assessment
Tools to Use in Assessment II. Observations and Checklists Teachers have always watched and observed students in the classroom and they have made instructional decisions based on these observations. Too
2014-2015 SUPPLEMENTARY MATERIAL (New Language Leader Elementary Unit 5) B / C LEVEL TEACHERS COPY
GRAMMAR A. Complete the table. Use the comparative form of the adjectives in the box. busy bad big famous wet tall ugly good wide rich short heavy important slow hot nice safe large small expensive +er
POLITE ENGLISH. Giving advice FREE ON-LINE COURSE. Lesson 2: version without a key SZKOLENIA JĘZYKOWE DLA FIRM ZREALIZUJEMY TWÓJ CEL!
POLITE ENGLISH FREE ON-LINE COURSE Lesson 2: Giving advice version without a key WARM UP THINK Do you like giving advice? Do you often ask for advice? WATCH OUT! Do you know the difference between: ADVICE
Fun for all the Family 3- Quite a few games for articles and determiners
Fun for all the Family 3- Quite a few games for articles and determiners Articles in English is one of those grammar points that are fairly easy to explain the fundamentals of, but even Advanced learners
Giving Second Graders the Write Skills Grade Level:
Giving Second Graders the Write Skills Grade Level: Written by: Length of Unit: 2 nd Grade Tracy de Nieves, Cheyenne Mountain Charter Academy, Colorado Springs, CO Ten one hour lessons or (suggested) 20
Five Pronunciation Games for Brazil
Five Pronunciation Games for Brazil Mark Hancock with Ricardo Sili I presented a workshop called 'Pronunciation Games for Brazil' with Ricardo Sili at the 13th BRAZ-TESOL National Convention. This article
openmind 1 Practice Online
Macmillan Practice Online is the easy way to get all the benefits of online learning and with over 100 courses to choose from, covering all competence levels and ranging from business English to exam practice
Subject Pronouns. Memorize the subject pronouns. Say them from memory to someone. Write a subject pronoun to replace the underlined words.
Lesson 2 Subject Pronouns You know that pronouns take the place of nouns. Subject pronouns replace nouns that are used as subjects in a sentence. They usually come before the verb. Susan climbed the tree.
Transportation: Week 2 of 2
The Minnesota Literacy Council created this curriculum with funding from the MN Department of Education. We invite you to adapt it for your own classrooms. Beginning Level (CASAS reading scores of 181-200)
GET THINKING. Lesson: Get Thinking Museums. Teacher s notes. Procedure
Level: Intermediate + Age: Teenagers / Adult Time: 90 minutes + Language objectives: collocations, understanding vocabulary in context Key life skills: learner autonomy, giving feedback, social responsibility
The Job Search. Instructor s Guide. Transition to Work and Self Sufficiency Video Series. for. Overview. Presentation Suggestions
Transition to Work and Self Sufficiency Video Series Instructor s Guide for The Job Search Overview When you are looking for a job, you cannot afford to be passive, simply sending out your resume or posting
GRADE 4 English Language Arts Proofreading: Lesson 5
GRADE 4 English Language Arts Proofreading: Lesson 5 Read aloud to the students the material that is printed in boldface type inside the boxes. Information in regular type inside the boxes and all information
COMPARATIVE & SUPERLATIVE
COMPARATIVE & SUPERLATIVE UNIT 5 Lesson 3 Comparing People and Things In English we usually use adjectives to compare things or people. Adjectives are three kinds Short adjectives hot cold high long tall
Section 2: Differentiation in practice in the curriculum
Section 2: Differentiation in practice in the curriculum Using differentiation to achieve pace and variety Differentiation is about teaching and learning styles and teachers should be using all three types
SAMPLE LESSON. Level B: Lesson 57. Designed Specifically for the 3 Tiers of RTI Grades K 3. tel 800.225.5750 epsbooks.com fax 888.440.
SAMPLE LESSON Designed Specifically for the 3 Tiers of RTI Grades K 3 RTI Level B: Lesson 57 tel 800.225.5750 epsbooks.com fax 888.440.2665 TG Unit 3 Book B.qxd 7/22/05 10:15 PM Page 119 Phonics PLUS B
KET for Schools Reading and Writing Part 9 teacher s notes
KET for Schools Reading and Writing Part 9 teacher s notes Description This is a guided discovery activity to find out what candidates need to do in KET for Schools Reading and Writing Part 9. Students
5.7 Nominative Case and Objective Case Pronouns
Chapter 5 Usage of Verbs, Pronouns, & Modifiers 171 5.7 Nominative Case and Objective Case Pronouns Personal pronouns have three cases: nominative, objective, and possessive (See lesson 1.4). The way a
Interpreting areading Scaled Scores for Instruction
Interpreting areading Scaled Scores for Instruction Individual scaled scores do not have natural meaning associated to them. The descriptions below provide information for how each scaled score range should
INTRODUCTION. Welcome to BUILDING VOCABULARY SKILLS & STRATEGIES!
CONTENTS Introduction.......................5 Using Definitions 1..................6 Using Definitions 2..................7 Using Definitions 3..................8 Synonyms 1.......................9 Synonyms
How Old Are They? This problem gives you the chance to: form expressions form and solve an equation to solve an age problem. Will is w years old.
How Old Are They? This problem gives you the chance to: form expressions form and solve an equation to solve an age problem Will is w years old. Ben is 3 years older. 1. Write an expression, in terms of
Lesson Share TEACHER S NOTES. Making arrangements by Claire Gibbs. Activity sheet 1. Procedure. Lead-in. Worksheet.
Lesson Share TECHER S NOTES Making arrangements by Claire Gibbs ge: Level: Time: im: Teenagers / dults Pre-intermediate 60 mins To practise functional language for making arrangements Key skills: Speaking
Language Arts Core, First Grade, Standard 8 Writing-Students write daily to communicate effectively for a variety of purposes and audiences.
Genre Unit Reading and Writing Fables by Amy Kinney Language Arts Core, First Grade, Standard 7 Comprehension-Students understand, interpret, and analyze narrative and informational grade level text. Objective
Why do we need a theme?
2009-2010 Yearbook What is a yearbook? A memory book A reference book Make sure we have EVERYONE at LEAST once in the book. Check spelling of the name multiple times A history book Remember, we are history
Heroes and villains. Lessons son 1 2. My manga album. My favourite character is a man. Who is he? Is he weak? No, he isn t Weak Wizard. Is he wise?
Heroes and villains Lessons son 1 2 1 Look at Keiko s pictures. Listen and repeat. 1:11 2 Listen and say the words. 1:12 Keiko s blog @ Keiko Japan Hi. I m Keiko from Japan. Manga cartoons are from Japan
Present Level statements must: Goals and Objectives Progress Reporting. How Progress will be determined: Goals must be: 12/3/2013
Present Level statements must: Goals and Objectives Progress Reporting Establish a baseline (snapshot) of measurable information that serves as the starting point for developing goals and objectives. Include
Teaching Strategies. There are three broad types of questions, and students should be exposed to all types:
Teaching Strategies The Cornerstones Lesson Guide suggests instructional practices that will help students benefit the most from a Cornerstones teaching unit. This supplement explains the terms used in
1. Listen to your teacher read the vocabulary words.
Lesson 6 Literature Link 1. Listen to your teacher read the vocabulary words. Vocabulary Tilda Tennessee troublemaker chicken visitors special invited outwit enough bridle saddle reins different comfortable
DEGREES OF COMPARISON
9 DEGREES OF COMPARISON An adjective can be written in three different types to denote three degrees of comparison namely Positive, Comparative, Superlative. The comparison may be of a quality or a quantity,
Vocabulary and Reading Comprehension. Robert Taggart
Vocabulary and Reading Comprehension Robert Taggart Table of Contents To the Student......................................... v Unit 1: Vocabulary: Word Parts Lesson 1: Base Words....................................
Climate Change is Underway Lesson Plan
Climate Change is Underway Lesson Plan For Teachers: The following is a lesson plan designed to be used with section of the Climate Change material entitled Climate Change is Underway from the After Earth
Albert Pye and Ravensmere Schools Grammar Curriculum
Albert Pye and Ravensmere Schools Grammar Curriculum Introduction The aim of our schools own grammar curriculum is to ensure that all relevant grammar content is introduced within the primary years in
Grade 6: Module 1: Unit 2: Lesson 19 Peer Critique and Pronoun Mini-Lesson: Revising Draft Literary Analysis
Grade 6: Module 1: Unit 2: Lesson 19 Revising Draft Literary Analysis This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party content
WEB-BASED LESSON PLAN
ED 101 Educational Technology Lab - Fall 2010 Boston University School of Education WEB-BASED LESSON PLAN Requirement Your Answer Grade LESSON BASICS (21 pts.) Your Name Victoria Bado ED 101 Lab Section
HEARTWOOD. Program Description
HEARTWOOD Heartwood, an Ethics Curriculum for Children, is a read- aloud literature- based curriculum, aims to teach elementary school students seven universal attributes of good character. Lessons and
Task 3 Reading into Writing: Strict or Relaxed Parents?
Task 3 Reading into Writing: Strict or Relaxed Parents? Reading & Writing At a glance Level: ISE I Focus: Task 3 Reading into writing Aims: To read information on a topic, write opinions and give advice
Mixed Sentence Structure Problem: Double Verb Error
Learning Centre Mixed Sentence Structure Problem: Double Verb Error Using more than one verb in the same clause or sentence can lead to sentence structure errors. Often, the writer splices together two
Name: Note that the TEAS 2009 score report for reading has the following subscales:
Name: Writing, Reading, and Language Center Software Activities Relevant for TEAS Reading Preparation The WRLC is located in room MT-020, below the library. These activities correspond roughly to TEAS
Grade 4 Writing Assessment. Eligible Texas Essential Knowledge and Skills
Grade 4 Writing Assessment Eligible Texas Essential Knowledge and Skills STAAR Grade 4 Writing Assessment Reporting Category 1: Composition The student will demonstrate an ability to compose a variety
Comparatives, Superlatives, Diminutives
Comparatives, Superlatives, Diminutives Finally in this lesson we are going to look at Comparatives, i.e. how you compare one thing with an other; Superlatives, how you say something is the most; and Diminutives
Unit 1 Title: Reading Grade Level: Second (2 nd ) Timeframe: 5 Weeks
Unit 1 Title: ing Grade Level: Second (2 nd ) Timeframe: 5 Weeks Unit Overview: In Unit 1 students will gain an understanding of the overall structure of a story and its components. also be able to identify
PARAGRAPH ORGANIZATION 1 Worksheet 1: What is an introductory paragraph?
PARAGRAPH ORGANIZATION 1 Worksheet 1: What is an introductory paragraph? Read the paragraph. This is the introductory paragraph for an essay. What is the title of the essay? a The oldest person in your
Principles of Instruction. Teaching Letter-Sound Associations by Rebecca Felton, PhD. Introduction
Teaching Letter-Sound Associations by Rebecca Felton, PhD. Introduction In order to become proficient readers, students must learn to recognize and name the letters of the English alphabet. Students must
Right into Reading. Program Overview Intervention Appropriate K 3+ A Phonics-Based Reading and Comprehension Program
Right into Reading Program Overview Intervention Appropriate K 3+ A Phonics-Based Reading and Comprehension Program What is Right into Reading? Right into Reading is a phonics-based reading and comprehension
Unit 2 Module 3: Generating Examples and Nonexamples
Unit 2 Module 3: Generating Examples and Nonexamples Section 1 Slide 1 Title Slide Welcome to the third module in the Vocabulary Instructional Routines unit, Generating Examples and Nonexamples. Slide
Class set of Stolen girl by Trina Saffioti. Comparison table on interactive white board With headings before/after
Activities and teaching strategies Resources Formative Assessment Differentiation strategies 1 Build Knowledge - Read Stolen Girl as a class to introduce the topic of the stolen generation of Australia.
Introducing a truly unique yet amazingly simple handwriting curriculum that bridges writing to reading for Preschool through 5th Grade
Introducing a truly unique yet amazingly simple handwriting curriculum that bridges writing to reading for Preschool through 5th Grade Why Handwriting Curriculum Is Important. Handwriting: Still an essential
Parent Help Booklet. Level 3
Parent Help Booklet Level 3 If you would like additional information, please feel free to contact us. SHURLEY INSTRUCTIONAL MATERIALS, INC. 366 SIM Drive, Cabot, AR 72023 Toll Free: 800-566-2966 www.shurley.com
Level 1 Teacher s Manual
TABLE OF CONTENTS Lesson Study Skills Unit Page 1 STUDY SKILLS. Introduce study skills. Use a Quigley story to discuss study skills. 1 2 STUDY SKILLS. Introduce getting organized. Use a Quigley story to
Key Stage 1 Assessment Information Meeting
Key Stage 1 Assessment Information Meeting National Curriculum Primary curriculum applies to children in Years 1-6. Introduced in September 2014. The curriculum is structured into core and foundation subjects.
Expository Writing Lesson: 1-Sentence
Expository Writing Lesson: 1-Sentence One Sentence: Primary Level Purpose: This is the first organizer that primary-level writers (first grade-second grade) utilize to write an expository sentence that
How To Proofread
GRADE 8 English Language Arts Proofreading: Lesson 6 Read aloud to the students the material that is printed in boldface type inside the boxes. Information in regular type inside the boxes and all information
Year 1 reading expectations (New Curriculum) Year 1 writing expectations (New Curriculum)
Year 1 reading expectations Year 1 writing expectations Responds speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes, including, where applicable, alternative
& Sample Lesson. Before Reading. Sight Word Review (1 minute)
Planning Support & Sample Lesson TIP The Early Guided Reading Lesson Plan found on page 190 in the Appendix is a template you can use to plan your lessons. Each component of the lesson is described in
understanding various means of payment
Educational Activities for students ages 10 and 11 understanding various means of payment level: elementary school age group: Students ages 10 and 11 activity Summary Students will learn the pros and cons
Contract of Employment
Contract of Employment Age Group: Young Adults/ Adults Level: Entry 3 and lower Level 1 Time: 1 hour Skill focus: Reading, the language of contracts Sub skills: Reading for specific meaning. Materials:
Lesson: Adjectives Length 50-55 minutes Age or Grade Intended 6 th grade special education (direct instruction)
LESSON PLAN by Lauren McCoy Lesson: Adjectives Length 50-55 minutes Age or Grade Intended 6 th grade special education (direct instruction) Academic Standard(s):. 6.6.2 Grammar Identify and properly use
Summer Reading Program Implementation Guide
Summer Reading Program Implementation Guide Summer Reading Program Implementation Guide Contents Overview... 3 Direct Instruction - Adapting for Summer... 4 Direct Instruction - Timeline for Grades 1-3...
Grade 3: Module 4: Unit 1: Lesson 3 Language Workshop: Simple, Compound, and Complex Sentences
Grade 3: Module 4: Unit 1: Lesson 3 Language Workshop: Simple, Compound, and Complex Sentences This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
Allison Gallahan s Early Childhood Lesson Plan
Allison Gallahan s Early Childhood Lesson Plan Lesson: Big Book: Reading Maps Length: 20-30 minutes Age or Grade Level Intended: 2 nd Grade Academic Standard(s): Social Studies 2.3.2: The World in Spatial
Making. Comparisons BENJAMIN C. PIM
Making Comparisons Comparatives with -er One-syllable adjectives, and two-syllable adjectives ending in -y, generally add -er to make the comparative form (with y changing to i). Adjectives ending in -e
Grade 8 English Language Arts 90 Reading and Responding, Lesson 9
GRADE 8 English Language Arts Reading and Responding: Lesson 9 Read aloud to the students the material that is printed in boldface type inside the boxes. Information in regular type inside the boxes and
Strand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details
Strand: Reading Literature Key Ideas and Craft and Structure Integration of Knowledge and Ideas RL.K.1. With prompting and support, ask and answer questions about key details in a text RL.K.2. With prompting
ETHICAL VALUES AND OTHER K INDS OF VALUES
3. Defining Ethical V a l u e s ETHICAL VALUES AND OTHER K INDS OF VALUES PURPOSE To help students begin to understand what ethics means To distinguish ethical values from other kinds of values PREPARATION
Paragraph Using Adjectives In A Series
Paragraph Using In A Series Free PDF ebook Download: Paragraph Using In A Series Download or Read Online ebook paragraph using adjectives in a series in PDF Format From The Best User Guide Database Begin
Degrees of Comparison
Degrees of Comparison Degrees of Comparison are used when we compare one person or one thing with another. There are three Degrees of Comparison in English. 1. Positive degree. 2. Comparative degree. 3.
Cambridge English: Advanced Speaking Sample test with examiner s comments
Speaking Sample test with examiner s comments This document will help you familiarise yourself with the Speaking test for Cambridge English: Advanced, also known as Certificate in Advanced English (CAE).
GESE Initial steps. Guide for teachers, Grades 1 3. GESE Grade 1 Introduction
GESE Initial steps Guide for teachers, Grades 1 3 GESE Grade 1 Introduction cover photos: left and right Martin Dalton, middle Speak! Learning Centre Contents Contents What is Trinity College London?...3
3.2 Methods of Addition
.2 Methods of Addition Objectives Relate addition stories to number bonds. Write two addition facts for a given number bond. Solve picture problems using addition. Learn addition facts through, and the
How Can Teachers Teach Listening?
3 How Can Teachers Teach Listening? The research findings discussed in the previous chapter have several important implications for teachers. Although many aspects of the traditional listening classroom
Reading Timeline 2nd Nine Weeks
Reading Timeline 2nd Nine Weeks Task Focus Standard Essential Questions 1 *Elements of Fables 2 *Story structure (beginning) *Characters, setting, plot 3 *Characters 4 *Story Structure (problem/solution)
INTERMEDIATE STUDENT S BOOK B1+ Adrian Doff, Craig Thaine Herbert Puchta, Jeff Stranks, Peter Lewis-Jones with Rachel Godfrey and Gareth Davies
INTERMEDIATE STUDENT S BOOK B1+ Adrian Doff, Craig Thaine Herbert Puchta, Jeff Stranks, Peter Lewis-Jones with Rachel Godfrey and Gareth Davies Contents Lesson and objective Grammar Vocabulary Pronunciation
Lesson Plan for Note Taking
Lesson Plan for Note Taking Goals: To prepare students to take pertinent notes form lecture, books and activities. Expose students to different styles of note-taking. Give students an opportunity to practice
Year 3 Grammar Guide. For Children and Parents MARCHWOOD JUNIOR SCHOOL
MARCHWOOD JUNIOR SCHOOL Year 3 Grammar Guide For Children and Parents A guide to the key grammar skills and understanding that your child will be learning this year with examples and practice questions
Office Phone/E-mail: 963-1598 / lix@cwu.edu Office Hours: MW 3:50-4:50, TR 12:00-12:30
ENG 432/532: Phonetics and Phonology (Fall 2010) Course credits: Four (4) Time/classroom: MW2:00-3:40 p.m./ LL243 Instructor: Charles X. Li, Ph.D. Office location: LL403H Office Phone/E-mail: 963-1598
Level 4 Teacher s Manual
TABLE OF CONTENTS Lesson Unit 1 Page 1 PRETEST. Discuss student and parent letters. Motivate students to be the best they can be. (Skills tested: Patterns 1-4, 1 adjective and adverb definitions, capitalization/punctuation,
PUSD High Frequency Word List
PUSD High Frequency Word List For Reading and Spelling Grades K-5 High Frequency or instant words are important because: 1. You can t read a sentence or a paragraph without knowing at least the most common.
Reading IV Grade Level 4
Reading IV Reading IV introduces students to a variety of topics to enrich their reading experience including: a review of consonant and vowel sounds using phonetic clues and diacritical marks to identify
Adjective, Adverb, Noun Clauses. Gerund,Participial and Infinitive Phrases. English Department
Adjective, Adverb, Noun Clauses Gerund,Participial and Infinitive Phrases Jafar Asgari English Department Kashan University of Medical Sciences Structure of Complex Sentences Every Complex sentence is
Lesson Plan. Date(s)... M Tu W Th F
Grade...Class(es)... Lesson 12.1 Adjectives SE/TWE pp. 451 452 Objectives: To identify predicate adjectives and adjectives that precede nouns; to use adjectives correctly to describe nouns and pronouns
Self-Acceptance. A Frog Thing by E. Drachman (2005) California: Kidwick Books LLC. ISBN 0-9703809-3-3. Grade Level: Third grade
Self-Acceptance A Frog Thing by E. Drachman (2005) California: Kidwick Books LLC. ISBN 0-9703809-3-3 This Book Kit was planned by Lindsay N. Graham Grade Level: Third grade Characteristic Trait: Self Acceptance
BIG MATHS A GUIDE FOR PARENTS AND CARERS
BIG MATHS A GUIDE FOR PARENTS AND CARERS Big Maths is a teaching programme used at Hazlehurst to help children to become numerate. Problem solving and word problems cannot be solved until children can
Strategies to Support Literacy Development in Second-Language Learners through Project Work
Strategies to Support Literacy Development in through Project Work Rebecca A. Wilson Introduction The purpose of this article is to provide teachers of young second-language learners with strategies to
INTRODUCTION. Welcome to BUILDING VOCABULARY SKILLS & STRATEGIES!
CONTENTS Introduction.......................5 Using Definitions 1.................6 Using Definitions 2.................7 Using Definitions 3.................8 Using Definitions 4.................9 Synonyms