Running Head: UNDERSTANDING AND RESPONSE TO ENGLISH LITERACY

ACTIVITIES

Measure ELD 3

Understanding and Response to English Literacy Activities

NAME OF THE STUDENT:

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 in regard to 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 god example is

when a child is asked to read an expression. I would 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 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 uses right expression to compare it with a rat.

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

certain phrase hence impacting their English response literacy.