Story reenactment is a learning strategy that encourages students to act out stories after they have read them or have heard them read. In this strategy props are created for students to use in reacting their stories. This can be done in center small group or as whole class from preschool to high schoolers. There are many benefits of story reenactment such as students becoming more involved in the lesson, encourages verbal interaction, reduces anxiety, and supports contextualizing language. Students also gain a better understanding of the text by being able to act it out. In this strategy ELLs can learn to summarize a story identifying the main idea in some detail. They will also be able to make short, oral presentations and use appropriate gestures. The teacher should be aware of their students reading level and make sure that the text is readable for them. Text readability is important in this strategy, if the student is a beginner ELL they may not recognize many words in the story. There are currently six …show more content…
The dialogue, designed by the teacher, is taught to the whole class for understanding of the vocabulary. Once the students have reviewed their role they are given the chance to modify their dialogue themselves. While performing the teacher assess the students for comprehension and effectiveness of the role playing in English. After the student is done role playing the teacher will ask students to translate their script into their native language. The teacher will also ask comprehension questions to see if the student understand the vocabulary. Huang believed that role playing gives off a better vibe for the students. It takes away stress from the students knowing that they will be assessed. Students find this activity fun to do while learning English with their peers. Students find this strategy helpful and more realistic in learning how to speak the English language
This paper will target ELL students of a secondary age level. It will be assumed they are between levels 3 and 4 of the Ministry of Education ELL/D Performance Standards. This level of student will often need help to elaborate on certain ideas. Sequencing is generally good at this stage, as is accessing prior knowledge, however, a graphic organizer can always benefit a student no matter what level. Grammar is improving greatly through these stages, but things such as homonyms and figures of speech will still be difficult (BC Performance Standards, 2001). Having the students learn how to write a narrative will complete a Prescribed Learning Outcomes for English 10: writing in a variety...
This activity suits the child’s current stage of oral development will interest them and aid in them progressing in their oral development. Children at this stage of development enjoy listening to stories which is good not only for their receptive skills, but also for their expressive language (Fellows and Oakley, 2014), in all four key components of spoken language. It helps with phonemes by getting the child to focus on the phonological patterns throughout the text (Fellows and Oakley, 214). Syntax knowledge allows them to observe the sentence structure and grammar in the book which allows them to develop a stronger awareness of the syntax. Visual aids in storybooks can aid in the child in the understanding of semantics (Fellows and Oakley’s), as the story is read aloud their receptive skills hear those more difficult words, when paired with a visual cue such as a picture in the book the child understands better and thus they are able to gain a better understanding of how to speak these difficult words. A better understanding of pragmatics can also be gained from storybooks as they understand how people communicate in society such as greetings and asking for things (Fellows and Oakley,
Martini is trying to discover different ways that her students can distinguish one and other perspectives. According to Piaget and his theory, in play children begin and control individual actions (Driscoll, 2005). This is what Ms. Martini is trying to do with her class when they are role playing. Another conclusion that was drawn from Ms. Martini and when she has her students write in a journal and share is that this corresponds with Piaget. This corresponds with Piaget because he mentions that peer contact is important in helping children change beyond egocentric thought (Driscoll, 2005). As a future teaching, in important teaching practice that can be done to help my profession is that while teaching a class, especially at a lower grade the teacher should make the lesson interactive. Also the students should be working with one another because according to Piaget imagination play is a more natural way for children to learn about the world (Driscoll,
Narrative research is a qualitative methodological approach in research (Bedford & Landry, 2010. Since the early 1980s, narrative inquiry has been emerging in regards to individual life stories. Storytelling is closely related to psychoanalytic tradition. Narrative research, consist of a multiple of approaches, that are apart of social constructionism, which is guided by the philosophical assumptions of an interpretive constructivist paradigm (Patsiopoulos & Buchanan, 2011). Through this qualitative method researchers are able to explore and obtain an understanding about individuals through specific data gathered through interviews.
There are countless lessons to be learn - how to overcome challenges, development of hard-work ethic, responsibility and communication. First, to overcome any major challenges, Rafe makes it a volunteer project so kids who are not interested do not feel forced to participate. The students who are involved then meet four times a week for an hour. He purchases the plays on CDs and pauses at certain parts to help the students understand what they just listened to. Rafe believes understanding what is being said will allow the students to memorize the words easier. Once parts have been assigned in the play, each student gets a burnt CD to take home and study their parts by listening to it as if they were listening to their favorite pop
The scripted role-play assisted me in building my confidence in talking to patients. It helped me practice on my communications skills. Also, it gave me a general idea of what type of patients that I may encounter in practice. This exercise helped me in a way that I can reflect on my actions. It help me identify the areas I need to improve on such as: my posture during assessment with the client, body language, and avoiding words that was being said repeatedly for example the word “uhhm”.
Instead of doing this Puentes introduced skimming and graphic organizers. These are two important techniques for students to understand because skimming allows the students to catch the main points of what they are reading in a quick manner, while graphic organizers can help sort the students thoughts out. Leblanc integrated a phonics program by locating words featured in the book. Another strength of both Leblanc and Puentes is that they both have multiple texts that link and expand concepts, they both have a balance of teacher-and student-lead discussions, and both build a whole-class community that emphasizes important concepts. The most impressive instruction from Leblanc is balancing teacher-and student-lead discussions. She does this by bringing in a book to read to the class and emphasizing the sounds of certain words to the students, and then asks the students to think about the animals mentioned in the story and where the animals live. The most impressive instruction from Puentes is her ability to emphasize important concepts. She really drives in the point to the students that reading biographies is important and will help them in the future. She wants the biographies to help motivate the
Mrs. Hamm discussed that she actually uses three different programs to help teach language and literacy to her students. The first program, which is actually her favorite of the three programs, is called “Read Aloud Library”, the second program is called “Language for Learning” and the third program is called “Reading Mastery”. Mrs. Hamm discussed the programs as being very helpful tools in helping children develop their reading skills. Mrs. Hamm integrates literacy in her classroom in many different ways. In the different programs, the students read one book together in which they work on for the week by breaking down the chapters so that children can retell the story and learn th...
There are several advantages to using narrative text in the middle school classroom environment. The first advantage is that the reader is entertained when reading narrative text. Second advantage involves narrative text attains and contains the interest of the reader. Third advantage consists of narrative text teaching or instructing the reader. Fourth advantage focuses on narrative text inconstant demeanor or social opinions of the reader. For example soap operas. The Bold and the Beautiful displayed in one of the episodes concerning homeless people and how their circumstances caused these individ...
If necessary , body language or facial expressions are needed to help students understand the content . • Teacher should use visual tools and manipulatives. Pictures, graphic organizers, bulletin boards are good input to assist ELLs to learn the content even they don’t know every single word from the textbook. • Teacher can pair ELLs with native English speakers and design some hands-on activities so every student has the chance to participate. The interaction between student student, teacher student and student group will create a very positive environment to make ELL students feel comfortable to study.
... put into practice what their children have learned. Important messages are delivered in parallel by educators in the classroom and parents indirectly through the activity " language games ." They depict the form of play , accurate to pedagogical situations.
... for teachers to choose materials that will hook students and motivate them to engage in their own learning. Teachers should provide multiple learning opportunities in which stu¬dents can experience success and can begin to build confidence in their ability to read, write, and think at higher level. By connecting strategies for learning, such as searching, compre¬hending, interpreting, composing, and teaching content knowledge, students are given the opportunity to succeed in their education. These elements include: fundamental skills such as phonemic awareness, phonemic decoding, and other word analysis skills that support word reading accuracy; text reading fluency; strategies for building vocabulary; strategies for understanding and using the specific textual features that distinguish different genres; and self-regulated use of reading comprehension strategies.
Process drama according free Wikipedia encyclopedia is a method of teaching and learning, where both the students and teacher are working in and out of role. Cecily O'Neill, Brian Way (et al) (1995) further postulates that it is a teaching methodology used to explore a problem, situation, theme or series of related ideas. Process drama is unscripted; it eliminates some of the elements that other genres of drama consist such as a script and writing and memorizing of the script. It entails mostly the use o language skills, listening and speaking but not reading, writing or memorizing. Because of this, process drama is appropriate for students of all ages, as there are no steadfast rules of how to perform and no script is needed. It is an imaginary world created by students and teachers to solve conflicts that arise daily, placing themselves in another person’s position. Process drama is a self motivated tool that assists facilitators to reflect in action. To reflect in action facilitators strategize and constantly add creative and distinctive changes to situations that need a novel approach. Process drama is used to promote literacy among students. Literacy is developed, while a vast am...
That is the goal of being a fluent reader. Mrs. Baughman uses the components of a story to teach comprehension. The components of the story are the setting, the plot, the conflict, and the resolution. If students can easily pick out the answers for the components of a story then their comprehension is growing. Another way to teach comprehension is by using graphic organizers like Venn-diagrams, story maps, and cause and effect charts. Teachers can also ask questions to make sure students understand the text. Not only does the teacher need to ask questions, but so do the students. If a student can ask questions, and with guidance answer it themselves they understand the material. The same goes with summarizing texts. A good way to check comprehension is to see how well the students summarized the texts. Doing so, can show if they really understand the material or they are just reading without thinking about it. Group work is a good way for students to share their thoughts on texts and help explain it to others in an easier way. If students do not comprehend text then their reading skills for the future will not be good. Teaching comprehension is not by just asking questions. There are many ways to check it that give a better view on how students are
There are many different examples on how this can deepen and enrich students understating through content area. According to our textbook “Reading and Learning to Read”, the author states that the LEA is effective because it is building the students vocabulary, developing their reading comprehension, studying spelling and phonics patterns with material that is interesting to the student. If students are writing stories or personal experiences, this strategy is a compelling one that helps students make sense of language as they communicate experiences when writing. In my opinion, I think this enriches student’s development because they are making a connection and expresses their feelings towards a story or a personal experience. In school, there are not many chances where they can just write whatever they want. It is important that educator give students a chance to express themselves through