Lesson Proper for Week 7

Here are some innovative teaching strategies which every teacher can embrace and make their teaching
way more interesting:

• Cross over Teaching

• Teaching through Smart Boards
• Teaching through Flipping Classrooms
• Teaching through collaboration
• Teaching through Virtual Reality
• Teaching through 3D printing technology

Effective Teaching Strategies for The Classroom

Visualization. Bring dull academic concepts to life with visual and practical learning experiences, helping
your students to understand how their schooling applies in the real-world.

• Cooperative learning
• Inquiry-based instruction
• Differentiation
• Technology in the classroom
• Behavior management.
• Professional development

Here are six common teaching strategies. Learn more about what they are and how they can help kids
who learn and think differently.

1. Wait Time “Wait time” (or “think time”) is a three- to seven-second pause after a teacher says
something or asks a question. Instead of calling on the first student who raises her hand, the teacher
will stop and wait. This strategy can help with the following issues: Slow processing speed: For kids
who process slowly, it may feel as though a teacher’s questions come at rapid-fire speed. “Wait
time” allows kids to understand what the teacher asked and to think of a response
2. Multisensory Instruction Multisensory instruction is a way of teaching that engages more than one
sense at a time. A teacher might help kids learn information using touch, movement, sight and
hearing. This way of teaching can help with these issues: Dyslexia: Many programs for struggling
readers use multisensory strategies. Teachers might have students use their fingers to tap out each
sound in a word, for example. Or students might draw a word in the air using their arm. Dyscalculia:
Multisensory instruction is helpful in math, too. Teachers often use hands-on tools like blocks and
drawings. These tools help kids to “see” math concepts. Adding 2 + 2 is more concrete when you
combine four blocks in front of you. You may hear teachers refer to these tools as manipulatives.
 Dysgraphia: Teachers also use multisensory instruction for handwriting struggles. For instance,
students use the sense of touch when they write on “bumpy” paper. ADHD: Multisensory instruction
can help with different ADHD symptoms. That’s especially true if the technique involves movement.
Being able to move can help kids burn excess energy. Movement can also help kids focus and retain
new information.
3. Modeling Most kids don’t learn simply by being told what to do. Teachers use a strategy called “I
Do, We Do, You Do” to model a skill. The teacher will show how to do something (“I do”), such as
how to do a math problem. Next, she will invite kids to do a problem with her (“we do”). Then, kids
will try a math problem on their own (“you do”). This strategy can help with these issues: All
learning and thinking differences: When used correctly, I Do, We Do, You Do can benefit all learners.
That’s because a teacher can provide support during each phase. However, teachers must know
what support to provide. They also need to know when students understand a concept well enough
to work on their own. Think of it like riding a bike: The teacher needs to know when to take off the
training wheels.
4. Graphic Organizers Graphic organizers are visual tools. They show information or the connection
between ideas. They also help kids organize what they’ve learned or what they have to do. Teachers
use these tools to “scaffold,” or provide support around, the learning process for struggling learners.
(It’s the same idea as when workers put up scaffolding to help construct a building.) There are many
different kinds of graphic organizers, such as Venn diagrams and flow charts. They can be especially
helpful with these issues: Dyscalculia: In math, graphic organizers can help kids break down math
problems into steps. Kids can also use them to learn or review math concepts. Dysgraphia: Teachers
often use graphic organizers when they teach writing. Graphic organizers help kids plan their ideas
and writing. Some also provide write-on lines to help kids space their words. Executive functioning
issues: Kids with weak executive skills can use these tools to organize information and plan their
work. Graphic organizers can help kids condense their thoughts into short statements. This is useful
for kids who often struggle to find the most important idea when taking notes.
5. One-on-One and Small Group Instruction One strategy that teachers use is to vary the size of the
group they teach to. Some lessons are taught to the whole class. Others are better for a small group
of students or one student. Learning in a small group or one-on-one can be very helpful to kids with
learning and thinking differences. Some kids are placed in small groups because of their IEPs or an
intervention. But that’s not always the case.

Teachers often meet with small groups or one student as a way to differentiate instruction. This means
that they tailor the lesson to the needs of the student. This strategy helps with: Dyslexia: Students with
dyslexia frequently meet in small group settings for reading. In the general classroom, teachers often
work with a small group of kids at the same reading level or to focus on a specific skill. They might also
meet because kids have a common interest in a book. Dyscalculia: For kids with dyscalculia, teachers
gather one or more students to practice skills that some student

The Guide to 2nd Grade:

Reading and Writing Review reading and writing curricula for second grade, learn what to expect, and
discover the books and activities you can use to support learning.
The Guide to 2nd Grade: Reading and Writing

Once students reach 2nd grade, they’re often ready to accelerate their learning. That’s because at this
point, they've adjusted to the more rigorous learning environment initially encountered in 1st grade,
and are able to further expand their skills and knowledge in every subject area. In 2nd grade, your child
becomes a more experienced writer and reader by practicing their skills in more complex and
comprehensive ways. Students read bigger and more complicated books, and write longer and more in-
depth pieces. What’s more, second graders pursue projects that involve research and critical thinking.
Read on for what to expect this year, and shop all books and resources at The Scholastic Store! For more
book and reading ideas, sign up for our Scholastic Parents newsletter.

Reading in Second Grade

Second graders continue to develop their literacy skills as they learn more complex words and absorb
longer, more rigorous texts in a variety of genres including fiction, non-fiction, and poetry. Students also
expand their reading comprehension skills as they talk about what they read, and develop more
advanced ideas around those topics. Just like in previous years, second graders also continuously
practice reading as they use texts for other subjects throughout the day.

To build reading skills, your second grader:

Reads more complex words, such as two-syllable words. Reads words with common prefixes and
suffixes, for example: pre-, re-, un-, -able, -ad, and -er. Reads grade-appropriate, irregularly spelled
words (consult your child’s teacher for a specific list of these words). Reads a variety of texts including
fiction, nonfiction, fables, and poetry. Understands the structure of a story, specifically the purpose of
beginnings (introducing the text) and endings (concluding the text).

Understands the most important details of a text—its main purpose and the “who,” “what,” “where,”
“when,” “why,” and “how.” Talks about characters’ responses, main events, lessons learned, and
important ideas or concepts. Begins to make connections within and between texts. Compares at least
two different versions of the same story, such as two versions of a classic fairy tale. Reads at grade level
with correct accuracy, pace, expression, and comprehension. Self-corrects mistakes and re-reads when
necessary. Second Grade Reading Activities Make a “W” Chart: While you and your child read books
together, make a “W” chart. Fill out the "who," "what," "when," "where," "why," and "how" of the book
as your child discovers them.
Pay Attention to Prefixes and Suffixes: When your child uses a word with a prefix or suffix, occasionally
stop to talk about it. Break down the word and say what the prefix or suffix and root word mean when
they’re put together, and brainstorm other words that have the same suffix or prefix. Make Up Your
Own Version of a Story: After your child reads a story, work together to create your own versions,
changing details such as setting, time, or even the ending. You can even tweak the story so it occurs in
places or with characters you know. This helps them understand story structure and make comparisons.

Writing in 2nd Grade Second graders write texts that are more detailed, lengthy, and varied, all of which
refines their writing skills. They also use technology to publish their writing (you can help prepare them
for this by going online at home together). Similar to reading, writing occurs throughout the day as
students use it for a variety of subjects.

To build writing skills, your second grader:

Writes a variety of types of texts including: Opinion Pieces: Students state their opinions and provide
reasons to support them, closing with a conclusion. Narrative Pieces: Students write about an event,
describing actions, thoughts, and feelings, and provide a conclusion.

Informative/Explanatory Pieces:

Students introduce a topic, use facts and definitions to develop points, and provide a conclusion. Revises
and edits writing to improve it. Uses digital tools with the aid of the teacher to publish writing.

Researches topics for shared, group, or class-wide research and writing projects. Second Grade Writing
Activities Start a Journal: Use it to remember the trips, weekends, and special times your family has
spent together. Your child can both write and illustrate the journal — in fact, you can pick a favorite
entry from the journal and work with your child to write a longer piece or story about that event,
illustrating it with photographs or drawings.
Lesson Proper for Week 8

Teaching technique and teaching devices are two different concepts. Techniques can be well defined as
the skills you have acquired with experience and applying it as per requirement. Technique can also be
called as the methodology or the skill a teacher is using while teaching in the class. Whereas teaching
devices are the equipment one is using while teaching. For example, books, smart-board, tablets,
computer, projector etc. can be called as teaching device. Teaching techniques are personalized. It
cannot be taught, one can acquire. Whereas teaching devices are sing objects that can be used or
shared by other teachers. Teaching devices upgrades with the advancement of technology and
discovery. However, teaching techniques are innate it develops with age and experience.

People learn in different ways. Some people like to see main points written down to remember them.
Others learn better by listening. They like to hear information repeated a few times in different ways.
Others rely on their senses. They need to touch and feel something before they can fully learn it.

1. Ask questions. Questions can help you:

• Obtain important information from clients.

• Find out what services clients want and identify client problems.
• Explore client feelings and concerns.
• Check for client understanding and skills.

2. Two types of questions

• Open-ended questions
- Questions that encourage clients to provide information.
• Open-ended
- questions encourage communication.

Examples: What brings you to the clinic today? How do you feel about having a pelvic exam? What are
some ways you could protect yourself?

Developmental Characteristics of 3rd Graders

Every child’s development is unique. Although children develop through a generally predictable
sequence of milestones, we cannot say exactly when a child will reach each and every stage. Every child
has his or her own timetable. The characteristics below are offered only as a reference to give you a
better understanding of your child. Feel free to contact your pediatrician and/or your child’s school if
you have any questions. The Eight-Year-Old Physical Development High energy Enjoy rough and tumble
games, as well as team sports May be physically daring Fine motor skills showing increased speed and
smoothness Some write with tiny letters and artwork becomes more detailed Large muscles in arms and
legs are more developed than small muscles Seven to nine-year old are learning to use their small
muscles skills (printing with a pencil; using scissors and small tools) and their large muscle skills
(throwing and catching a ball) Large differences in size and abilities of children; may affect the way they
get along with others, how they feel about themselves, and what physical activities they do Enjoy testing
muscle strength and skills Good sense of balance Social and Emotional Development Begin to define
self-based on certain attributes or achievements, such as “I wear glasses,” Can become selfconscious
based on how they believe they look in the eyes of others Establishing friendships is very important,
although they may lack skills to do so Emergence of a sense of humor--telling jokes Less dependent on
adults and more dependent on peers Begins to question authority and test limits Often overestimate
abilities; “they bite off more than can chew” Interested in rules and rituals Generally girls tend to play
more with girls;

boys with boys May have a best friend Strong desire to perform well, do things right Find criticism and
failure difficult to handle View things as right or wrong, wonderful or terrible, with little middle ground
Need a sense of security in groups, organized play and clubs; friendship groups may be larger Generally
enjoy caring for and playing with younger children Intellectual Development Concrete Operations Stage
of Thinking is solidifying for most children.

They can reason logically about actual objects and organize thoughts coherently. They cannot handle
abstract reasoning very well unless it relates to real experiences. Learn best through active, concrete
experiences, but are learning to see books as sources of information; reading may become a major
interest Developing a longer attention span Enjoy collecting, organizing, and classifying objects and
information Imaginative play in the form of skits, plays, and puppet shows Likes groups and group
activities May reverse printed letter (b/d) (until mid-third grade) Enjoy planning and building Speaking
and listening vocabularies are expanding rapidly;

talkative Increased problem-solving ability Interested in magic and tricks Learning to plan ahead and
evaluate what they do When something is suggested, they may say, “That’s dumb”or “I don’t want to do
that.” Beginning to see and understand the perspectives of others. Listen well, but they are so full of
ideas that they cannot always recall what has been said Like to explain ideas--may exaggerate Engrossed
in activity at hand; love to socialize at the same time Industrious; often work quickly Basic skills begin to
be mastered; begin to feel a sense of competence with skills

Third graders are roly-poly and rambunctious, but they are also curious elementary schoolers. Whether
you’ve taught this pivotal, precocious grade for years or are setting up your first class, we’ve got you
covered with 50 tips from real teachers for teaching 3rd grade math, 3rd grade science, 3rd grade social
studies, history, behavior management, and just about everything in between!
Third graders are not little kids, they’re not quite upper elementary students, and they’re far from
middle schoolers. That means they still love their teachers and school and aren’t afraid to show it! Take
advantage of that with fun ideas for Back-to-School Night or parent-teacher conferences.

Mother Tongue – Based Multilingual Education (MTB-MLE)

is the government’s banner program for education as a salient part of the implementation of the K to
12 Basic Education Program. Its significance is underscored by the passing of Republic Act 10523,
otherwise known as the “Enhanced Basic Educatiion Act of 2013.” MTBMLE is education, formal or non -
formal, in which the learner’s mother tongue and additional languages are used in the classroom.
Learners begin their education in the language they understand best - their mother tongue - and
develop a strong foundation in their mother language before adding additional languages.

Research stresses the fact that children with a solid foundation in their mother tongue develop stronger
literacy abilities in the school language. Their knowledge and skills transfer across languages. This bridge
enables the learners to use both or all their languages for success in school and for lifelong learning. In
terms of cognitive development, the school activities will engage learners to move well beyond th basic
whquestions to cover all higher order thinking skills in L1 which they can transfer to the other languages
once enough Filipino or English has been acquired to use these skills in thinking and articulating
thoughts.

With the end goal of making Filipino children lifelong learners in their Li (MT), L2 (Filipino, the national
language), and L3 (English, the global language) the learners are more than prepared to develop the
competencies in the different learning areas. This will serve as their passport to enter and achieve well
in the mainstream educational system and in the end, contribute productively to their community and
to the larger society as well as Multilingual, Multiliterate, and Multi-Cultural Citizens of the country. For
the effective implementation of the MTB-MLE, it is suggested that the two-track method be used, that is
the primer track to focus on accuracy and the story track to focus on meaning.

Learning via the two-track method to gain proficiency in leteracy as well as comprehend academic
content and gain curriculum mastery, creative and critical thinking skills for decisive decision-making.
MTBMLE provides:

• Literacy. We only learn to read once. Learning to read in the L1 develops skills that transfer to
reading any other languages. Comprehension in reading other languages only occurs after oral
proficiency has developed such that vocabulary of the written L2 text is already part of the
learners’ spoken vocabulary

• Prior knowledge. Engaging learners in a discussion of what is already familiar to them using the
home language and culture enables better

• learning of the curriculum through integration and application of that knowledge into current
knowledge schemes.
• Cognitive development and higher order thinking skills (HOTS). Using the learners’ mother tongue
provides a strong foundation by developing cognitive skills and comprehension of the academic
content from day one. The knowledge, skills, attitudes, and values gained through the mother
tongue better support learning of other languages and learning through other languages later.
• As learners articulate their thoughts and expand ideas, both language and critical thinking are
strengthened. MTBMLE cultivates critical thinking through talking about ideas in the familiar
language. When teaching only in the L2, critical thinking is.
Lesson Proper for Week 9

The Advantages of having a Lesson Plan Before Going to Classroom

1. Inspiration A thorough lesson plan inspired the teacher to improve the lesson plan further. You can
make it better for the purpose of achieving the lesson plan in a better way.
2. Evaluation A lesson plan helps the teacher to evaluate his teaching and to compare it with set
objectives. This evaluation will help you in achieving the set targets in a better way.
3. Self-confidence These lesson plans develop self-confidence in the teacher and make them to work
towards definite goal.
4. Previous Knowledge of the Students A teacher can take a proper care by considering the level and
previous knowledge of the students in your class.
5. Organized Matter A teacher will be able to finish a particular lesson in a limited time frame. This will
help him or her to make the students learn a better and precise manner.

Components of a Good Lesson Plan.

Good lesson plans are vital for positive student learning outcomes. Read on to learn more about how
you can design effective lesson plans for your classroom. Key Elements of Lesson Plans When you write a
lesson plan, you need to consider some key elements to make sure the lesson plan is focused and
designed to meet all of your students' needs.

The three components that you should include in a lesson plan to ensure that it's solid and effective
are:

• Learning objectives
• Activities
• Tools to check for understanding

Learning Objectives - You should first identify the learning objectives you wish to address. This can be
done by zeroing in on the topic, asking yourself what you want to see students accomplish by the end of
the lesson and what you want them to be able to do with the information they will learn. Once these
objectives have been established, it's a good idea to rank them in order of importance to help with time
management. If you have a plan in place to identify the concepts that are the most important in your
lesson, you'll know what you can skip if you don't have enough time to cover everything.

Activities - The activities section of your lesson should be the largest section, taking up the most time.
You should plan on using a variety of activities to explain what is being taught in the lesson. With the use
of different learning and teaching activities, you can reach a wide range of learning styles. Activities
should be fun, interactive and should also be applied to real-world situations whenever possible.
Tools to Check for Understanding - This part of the lesson is important for students but also vital for
you, as the teacher. This section of the lesson plan will help you gauge what students will take away
from the lesson and how much of it they were able to retain. In this section, you can include an
assessment which can be formal or informal. Some examples of assessments include asking a series of
questions, having a class discussion, or having students work on short group projects.

Noam Chomsky Chomsky in 96 Noam Chomsky (João Wainer 1996 / Folha Imagem)

When we study human language, we are approaching what some might call the "human essence," the
distinctive qualities of mind that are, so far as we know, unique to man. Noam Chomsky, Language and
Mind So the obvious hypothesis is that our language is the result of the unfolding of a genetically
determined program. Noam Chomsky, Interview to KBS TV, Kyoto, Japan Language serves essentially for
the expression of thought. Noam Chomsky, Language and Responsibility In my opinion one should not
speak of a "relationship" between linguistics and psychology, because linguistics is part of psychology.
Noam Chomsky, Language and Responsibility The child, placed in a linguistic community, is presented
with a set of sentences that is limited and often imperfect, fragmented, and so on. In spite of this, in a
very short time he succeeds in "constructing," in internalizing the grammar of his language, developing
knowledge that is very complex, ... Noam Chomsky, Language and Responsibility CHOMSKY, Noam.
American linguist and political writer born on Dec. 7, 1928, in Philadelphia, Pennsylvania. Avram Noam
Chomsky was introduced to linguistics by his father, a Hebrew scholar who worked with historical
linguistics. Noam studied at the University of Pennsylvania, earning a doctoral degree in linguistics in
1955, and then he began teaching at the Massachusetts Institute of Technology, where today he is
Institute Professor in the Department of Linguistics and Philosophy.
Lesson Proper for Week 10

Methodology is a system of practices and procedures that a teacher uses to teach. It will be based on
beliefs about the nature of language, and how it is learnt (known as 'Approach').

Example

Grammar Translation, the Audiolingual Method and the Direct Method are clear methodologies, with
associated practices and procedures, and are each based on different interpretations of the nature of
language and language learning.

In the classroom

Many teachers base their lessons on a mixture of methods and approaches to meet the different needs
of learners and the different aims of lessons or courses. Factors in deciding how to teach include the age
and experience of learners, lesson and course objectives, expectations and resources.

In line with the words of W.B Yeats, ‘Education is not the filling of a pail, but the lighting of a fire,’ the
teachers of the 21st century have improvised specific methods to make learning more fun and easily
understandable.

Language teaching has its challenges. Most of the time, it is a foreign language that the learner can’t pick
up from his/her surroundings, and you should teach patiently and systematically so that the students
become confident and can read, write and speak the language effortlessly.

The English language is the language of the world, and English teachers have changed their methods of
delivery over the years to suit the present scenario. In this article, I will be discussing specific popular
and efficient ways of teaching the English language, which fulfills the demand of modern learners.

Primary Methods of Teaching English According to Asher and James (1982), “Methods are the
combination of techniques that are used and plasticized by the teachers in the classrooms to teach their
students and approaches are the philosophies of teachers about language teaching that can be applied
in the classrooms by using different techniques of language teaching.”

Developmental Characteristics of 4th Graders

Ten -Year-Old Physical Development Girls are generally ahead of boys in physical maturity;
Onset of puberty for some girls Increase body strength and hand dexterity Large muscle development is
advanced Handwriting often sloppier than at nine Have improved coordination and reaction time
Desperately need outdoor time and physical challenge Complaints like stomach aches, headaches, leg
pain, etc. usually less than at nine Snacks and rest periods helpful for growing bodies Appetite fluctuates
but is generally good Social and Emotional Development Fairness issues peak and can be solved Like
clubs, activities, sports Humor is broad, labored, and usually not funny to adults May discuss
contemporaries in terms of capabilities;

his reading or his math Usually direct, matter fact, clear-cut Generally easygoing, content, friendly, and
balanced Usually less anxious, exacting, and demanding than at nine Talkative; likes to tell stories about
something they have seen, heard, or read about; can talk something “into the ground” May belittle or
defy adult authority, but are closer to their families then at many other levels Enjoy both family and
peers Developing more mature sense of right and wrong, good at solving social issues Often interested
in caring for animals, boys and girls may be interested in horses.

But girls are especially interested Shrug off responsibility, can usually toss off criticisms and bad grades
Likes and dislikes are described in very specific terms Note passing, sometimes about the opposite sex
Intellectual Development Can be voracious readers Expressive, talkative, like to explain Cooperative,
competitive and inquisitive Classification and collections of interest; like to organize Able to concentrate,
read for extended periods Good problem solvers Like to complete a task but doesn’t usually wish to
enlarge or elaborate on it;

Grade 4 English Lessons Grade 4 (Year 4)

Is the first year of upper primary, and children at this age should be introduced to more sophisticated
and meaningful ways of linguistic expression, both in speaking and writing. Children at this stage are
more mature than before, and are capable of exploring the English language more independently than
before. Educators and parents should provide ample guidance at this stage, especially when it comes to
reading and listening to standard English. This is a crucial stage when it comes to reading. Children at
this stage can read texts without pictures and stories that are complex in nature with regard to human
relationships. Modern and ancient classics can be reading material at this stage.

In terms of reading comprehension, this is the stage to introduce comprehension questions that are
inferential in nature. Inferential questions should be introduced stage by stage, and judged according to
the level of proficiency of the students. This is very important in the case of children who learn English
as a second language. In the case of writing skill improvement, and practice, grade 4 is the stage at
which pictures may disappear from writing prompts. Writing at this stage should encompass descriptive
and narrative texts.