Next gen

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Moi University *

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221

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English

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Nov 24, 2024

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docx

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2

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Next-Generation ELA Standards During the first day, all approaches must align with the predetermined standards for shared learning for kindergarten students (New York State Education Department, 2017). Identification of crucial ideas and the book’s details (KR1). Student’s fluency and knowledge integration (KR9 and KRF4). Student’s ability to present learned knowledge and ideas (KSL6). The standard on student’s ability to identify the text’s details and ideas ensures that students can develop and answer relatable questions regarding the test based on their comprehension during the reading phase. Also, the KRF4 ensures that students engage with new texts and can read them aloud to demonstrate comprehension. KR9 ensures students’ activities guide them to connect between texts, the real world, and the self. Lastly, KSL6 aligns with students’ expression of learned ideas and thoughts during the closure period. Day Two: Print Concepts Objectives: To ensure students can identify the book’s title, author’s role, book handling means, and story parts. Materials : Reading book and pointer Procedure : The teacher will; Highlight print concepts by holding the book upside down and asking students to begin to read. Ask students questions like “Do we read it like that?” and request a student volunteer to fix the issue. Present the cover and ask students to identify and read the title. Present the author and illustrator and ask students about their roles.
Reread the story, illustrate a choral and unison reading for fluency, and emphasize how to move through pages when reading (Landreth, 2018). Ask students to point the first word on each page. The teacher must identify the objective of the present class. The teacher’s primary objective is to ensure students can identify the book’s title, the author and illustrator’s role, and book handling means based on directionality using a pointer and the book (text). The procedure of events begins with the teacher holding the book in an inverted position. The teacher asks the students to reread the story, allowing them to notice the mistake. Further, the teacher asks for a volunteer student to fix it so the class can continue rereading. Also, the teacher asks the students to identify items on the front cover, such as the title and illustration. The teacher will also ask students to identify the author’s and illustrator’s role in the book to ensure they understand why they are essential in the reading. As the teacher begins to read, they engage in echo reading to boost student fluency. The teacher’s emphasis on moving through pages during the rereading is to ensure students understand how to read a book independently and the direction in which text moves.
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