Raizza Cervantes

BEED 2-3

1. Learning resources

Traditional resources like PowerPoint presentations, pens, test papers, and paper have
stood the test of time for good reasons. They are fundamental tools that, when used
thoughtfully, can effectively support learning about the elements of a short story.
However, to maximize their effectiveness, especially for diverse learning needs in a
third-grade classroom, these resources should be part of a broader, more interactive,
and student-centered teaching strategy. Integrating modern tools and methods, such as
digital resources or group activities, can also help enhance learning experiences and
outcomes.

2. Learning activities

a. Presentation of literary text/reading materials

Presentation of literacy texts or reading materials, particularly for educational purposes

like teaching third graders about the elements of a short story, involves considering
several important factors. These factors can greatly influence the effectiveness of the
material in engaging students and helping them understand complex literary concepts.
When presenting literacy texts or reading materials for educational purposes, it's
essential to balance complexity, engagement, and educational value. The materials
should be thoughtfully designed to be accessible and appealing to students, with a
strong emphasis on supporting the educational objectives. Ensuring that texts are both
engaging and instructive can make a significant difference in students’ literary education
and overall enthusiasm for reading and learning.

b. Reading comprehension development

Developing reading comprehension skills, especially in educational settings for

young learners such as third graders, is crucial. It involves a series of strategies,
materials, and approaches, each with its strengths and limitations. Developing
reading comprehension skills requires a balanced approach that includes structured
guidance, exposure to a broad range of reading materials, interactive learning
environments, judicious use of technology, and supportive feedback mechanisms.
Each element should be carefully integrated to create a comprehensive reading
program that supports all learners effectively. The goal
is to cultivate not only skilled readers but also motivated and lifelong learners.
 c. Activities that develop critical and creative thing skills

Designing activities that focus on developing critical and creative thinking skills in
relation to the elements of a short story, educators need to consider how these
activities encourage analysis, evaluation, and innovation. Each activity should
provide students with opportunities to engage deeply with the text while also
promoting imaginative and analytical responses. Activities designed to develop
critical and creative thinking skills about the elements of a short story should balance
creative expression with analytical rigor. It's important that these activities are
accessible and engaging to all students, providing a variety of approaches to cater to
different learning preferences and abilities. Teachers should strive to link each
activity to clear educational objectives that focus on both understanding and
innovating upon the story elements.

3. Assessment

Assessment of students' understanding of the elements of a short story is crucial in

measuring their grasp of narrative structures, character development, setting, plot,
conflict, and resolution. Effective assessments can help educators tailor instruction to
better meet students' needs, while also providing feedback to students on their learning
progress. A balanced assessment approach that incorporates a variety of methods can
provide the most accurate representation of a student's understanding of the elements of
a short story. Incorporating both formative and summative assessment strategies will
allow for continuous monitoring of student progress and the ability to adjust teaching
strategies as needed. Effective assessments should not only evaluate student
knowledge but also promote a deeper engagement with and appreciation for literature.

References:

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WAGYM4zbrHMIPfFq_huCt0A7MLQtRKQ
Traditional resources like PowerPoint presentations, pens, test papers, and paper
have stood the test of time for good reasons. They are fundamental tools that, when
used thoughtfully, can effectively support learning about the elements of a short
story. However, to maximize their effectiveness, especially for diverse learning needs
in a third-grade classroom, these resources should be part of a broader, more
interactive, and student-cent teaching strategy. Integrating modern tools and
methods, such as digital resources or group activities, can also help enhance learning
experiences and outcomes