Communication arts

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by betsyeden
Last updated 5 years ago

Language Arts
Oral Communication

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Communication arts


Reading, Writing, Speaking and Listening

PlanningPlanning should provide the teacher the ability to create exciting activities that increase student understanding of content.EXAMPLE: T.O.T.A.L. Planning for learning centers allows a quick comprehensive plan for the center including theme, objectives, task, assessment, and logistics.ASSESSMENT: Assessment is built into the center and should be planned and communicated to students as to what the criteria is. Assessment of the centers can be student or teacher graded.

WritingWriting is a valuable tool in communication. Writing instruction teaches students to think about and control the process of writng.EXAMPLE: Using the 6-traits writng program to work through the process of writng. Traits includen: ideas, organization voice, word choice, sentence fluency, and conventions.ASSESSMENT: Writing should be assessed using a rubric which clearly states the purpose for writng and is transparent when listing criteria for grades.

AssessmentAssessment should be comprehensive and provide meaningful information on student performace. Assessment should be specifically aligned to the skills and standards for grade level expectations.EXAMPLE: Formative - nearpod presentation that allows teachers to quiz students during lesson and see the data in real time, allowing the teacher to adjust teaching to fill learning gaps. Interim -Student self assessment allows students to reflect on learning and to critically judge their work against goals that were set. Summative - final exams that cover content taught throughout the term.

ViewingViewing in education is the ability to ask and answer questions about the visual media including; TV, cartoons, weebsites, videos, photo's, posters and signs among others. EXAMPLES: Guided viewing - the teacher previews media to set purpose and creates a guide to help students relate to material. ASSESSMENT: Viewing can be assessed much like reading, through observation, guided questioning, and summative exams.

ComprehensionComprehension is the act of using your schema and thinking about what you are thinkging when reading. Comprehension should be interactive, strategic and adaptable. EXAMPLE: While reading a big book aloud stuents can add sticky notes to the text when they make a text connection. ASSESSMENT: Assessment should be done at the level of the reader. Levels to assess are tacit, aware, strategic, and proficient. To assess teachers can use a varity of strategies such as an exit ticket when leaving reading group.

GrammarThe structure of a language; including syntax and semantics, parts of speech. and sentence structure. Grammar instruction should be taught as part of writing and reading, allowing young students to see and hear conventional language.EXAMPLE: Mini lessons with practice and conferencing. Students are taught a rule in context with what they are writing and reading. Students practice the rule and talk with the the teacher or other students about their use of the skill. ASSESS,EMT: Grammar assessment can be done through tradional pen and paper summative exams. Students may have to discriminate between rules that are used correctly or incorrectly.

Oral CommunicationOral communication is the sharing of information through verbal and non-verbal means. EXAMP:LE: During small group instruction (guided reading) students can participate in a readers theatre. ASSESSMENT: Assessment of oral language can be via a rubric that consists of state standards and outlines criteria for assignment. An example of a criteria for oral language might be... Read your part with expression and fluency.

Spelling & VocabularySpelling and vocabulary is the intruction in putting graphemes together into phonemes to create meaning.EXAMPLE: When learning content vocab. students can play a BINGO style game where they cover the that matches the definition.ASSESSMENT: Assessment of spelling should be authentic. Spelling should be assessed as children write and should be gradelevel appropriate.

ListeningListening requires the student to recieve information, attend to that information, process the information and interpret the information and properly respond to the information. EXAMPLE: For yourg children learning sound/symbol correlations - students can take turns. The teacher starts by saying a word. The students take turns coming up with a word that has the same ending sound as the word given (cat, tap, pot, toad, etc.). ASSESSMENT: Listening can be assessed through observation. Teachers can give multiple step directions and note which students have trouble following through with the task.

Schoolhouse RockNouns

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Using videos like this one teach many skills. Students are listening, viewing, learning grammar rules, experienceing written language and new vocabulary. After watching students can discuss and share learning.

Betsy EdenELE 713


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