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ACTIVITIES
Measure ELD 3
INSTRUCTOR’S NAME:
COURSE TITLE:
DATE:
Running Head: UNDERSTANDING AND RESPONSE TO ENGLISH LITERACY
ACTIVITIES
There are different ways a child can be observed in class to assess how well they are
performing regarding the measure of Understanding and Response to English Literacy Activities.
To observe how a child is relating to this measure, I would observe if a child is making relevant
facial gestures in line with different English expressions. A good example is when a child is
asked to read an expression. I will look if he/she makes the right facial expression to express
sadness. Moreover, I could assess whether such a child joins his or her peers is sitting English
phrases that they recite for education purposes. This could be in a group reading. Here, I could
look if the child stays mum or reads along with others. The third observation I could make is to
observe if a child is able to relate body language to express the English expression of size or
emotions. I could ask a child to differentiate between an elephant and a rat and assess whether he
For the purpose of documentation of how a child is performing in relation to these skills,
I would document the specific facial expression that a child makes in relation to certain phrases.
This could be phrases rad by the teacher or a child himself. I could also document how fluent a
child is when they are reciting English phrases in class with other peers. This could be a signal of
whether the student is below average, at average, or an average n the development of these skills.
I could also document how a child uses his hand to show motion, size, and direction.
In cases where I identify such a child is still newly exposed to this skill, I would focus on
three major things. I could impact simple songs of English phrases accompanied by body
movement. This could help such a child to relate English expressions with body movement.
Secondly, I could also focus on word selection in composed song phrases. This is to facilitate
consistency of feeling, emotions, and movements of phrases being recited. Thirdly, I could focus
on my facial expression as a teacher to align English phrases. For students who are not familiar
Running Head: UNDERSTANDING AND RESPONSE TO ENGLISH LITERACY
ACTIVITIES
with such English phrases, they can use their cognition to predetermine what is expressed in a