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A writing activity:

1. what task are the students going to develop ?

the assignment the students will do will be to make a short essay about the story The Tale of Peter Rabbit the narrative essay has to have three paragraphs each paragraph of 5 complete sentences.

2. Criteria for evaluating the narrative essay:

🔆 Clarity and Coherence.

🔆 Structure and organization.

🔆 Vocabulary

🔆 Punctuation.

🔆 Originality and Creativity.

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Comprehension Questions

The Tale of Peter Rabbit

Story Comprehension Questions The Tale of Peter Rabbit: Students will answer questions such as what is the moral, plot, characters and where did the story take place.

A. Read and analyze the story in order to answer the questions based on your understanding.

What dangers did Peter face in going to the garden?

What personality traits are shown throughout the story?

What is the main moral of the story?

What lesson do you think Peter learned at the end of the story?

B. Comprehension questions in a story like "The Tale of Peter Rabbit" are essential for improving children's reading skills. These questions encourage in-depth analysis of the text, help retain key information, and promote oral and written expression by formulating responses. By participating in discussions based on these questions, children develop critical reading skills and become more engaged with the story, which improves their overall comprehension.

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The most beloved story by British author Beatrix Potter, published in 1902.
ONCE upon a time there were four little Rabbits, and their names were- Flopsy, Mopsy, Cotton-tail, and Peter.

They lived with their Mother in a sand-bank, underneath the root of a very big fir tree.

"NOW, my dears," said old Mrs. Rabbit one morning, "you may go into the fields or down the lane, but don't go into Mr. McGregor's garden: your Father had an accident there; he was put in a pie by Mrs. McGregor."

"NOW run along, and don't get into mischief. I am going out."

THEN old Mrs. Rabbit took a basket and her umbrella, to the baker's. She bought a loaf of brown bread and five currant buns.

FLOPSY, Mopsy, and Cottontail, who were good little bunnies, went down the lane to gather blackberries;

BUT Peter, who was very naughty, ran straight away to Mr. McGregor's garden and squeezed under the gate!

FIRST he ate some lettuces and some French beans; and then he ate some radishes;

AND then, feeling rather sick, he went to look for some parsley.

BUT round the end of a cucumber frame, whom should he meet but Mr. McGregor!

MR. McGREGOR was on his hands and knees planting out young cabbages, but he jumped up and ran after Peter, waving a rake and calling out, "Stop thief!"

PETER was most dreadfully frightened; he rushed all over the garden, for he had forgotten the way back to the gate.

He lost one of his shoes among the cabbages, and the other shoe amongst the potatoes.

AFTER losing them, he ran on four legs and went faster, so that I think he might have got away altogether if he had not unfortunately run into a gooseberry net, and got caught by the large buttons on his jacket. It was a blue jacket with brass buttons, quite new.

PETER gave himself up for lost, and shed big tears; but his sobs were overheard by some friendly sparrows, who flew to him in great excitement, and implored him to exert himself.

MR. McGREGOR came up with a sieve, which he intended to pop upon the top of Peter; but Peter wriggled out just in time, leaving his jacket behind him.

AND rushed into the toolshed, and jumped into a can. It would have been a beautiful thing to hide in, if it had not had so much water in it.

MR. McGREGOR was quite sure that Peter was somewhere in the toolshed, perhaps hidden underneath a flower-pot. He began to turn them over carefully, looking under each.

Presently Peter sneezed- "Kertyschoo!" Mr. McGregor was after him in no time,

AND tried to put his foot upon Peter, who jumped out of a window, upsetting three plants. The window was too small for Mr. McGregor, and he was tired of running after Peter. He went back to his work.

PETER sat down to rest; he was out of breath and trembling with fright, and he had not the least idea which way to go. Also he was very damp with sitting in that can.

After a time he began to wander about, going lippity- lippity-not very fast, and looking all around.

HE found a door in a wall; but it was locked, and there was no room for a fat little rabbit to squeeze underneath.

An old mouse was running in and out over the stone doorstep, carrying peas and beans to her family in the wood. Peter asked her the way to the gate, but she had such a large pea in her mouth that she could not answer. She only shook her head at him. Peter began to cry.

THEN he tried to find his way straight across the garden, but he became more and more puzzled. Presently, he came to a pond where Mr. McGregor filled his water-cans. A white cat was staring at some gold-fish; she sat very, very still, but now and then the tip of her tail twitched as if it were alive. Peter thought it best to go away without speaking to her; he had heard about cats from his cousin, little Benjamin Bunny.

HE went back towards the tool-shed, but suddenly, quite close to him, he heard the noise of a hoe-scr-r-ritch, scratch, scratch, scritch. Peter scuttered underneath the bushes. But presently, as nothing happened, he came out, and climbed upon a wheelbarrow, and peeped over. The first thing he saw was Mr. McGregor hoeing onions. His back was turned towards Peter, and beyond him was the gate!

PETER got down very quietly off the wheelbarrow, and started running as fast as he could go, along a straight walk behind some black-currant bushes.

Mr. McGregor caught sight of him at the corner, but Peter did not care. He slipped underneath the gate, and was safe at last in the wood outside the garden.

MR. McGREGOR hung up the little jacket and the shoes for a scare-crow to frighten the blackbirds.

PETER never stopped running or looked behind him till he got home to the big fir-tree.

He was so tired that he flopped down upon the nice soft sand on the floor of the rabbit-hole, and shut his eyes. His mother was busy cooking; she wondered what he had done with his clothes. It was the second little jacket and pair of shoes that Peter had lost in a fortnight!

I AM sorry to say that Peter was not very well during the evening.

His mother put him to bed, and made some camomile tea; and she gave a dose of it to Peter!

"One table-spoonful to be taken at bed-time."

BUT Flopsy, Mopsy, and Cotton-tail had bread and milk and blackberries, for supper.
THE END
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The most beloved story by British author Beatrix Potter, published in 1902. ONCE upon a time there were four little Rabbits, and their names were- Flopsy, Mopsy, Cotton-tail, and Peter. They lived with their Mother in a sand-bank, underneath the root of a very big fir tree. "NOW, my dears," said old Mrs.

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Comprehension questions about the lost kitten 

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Comprehension questions about the lost kitten 

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Comprehension questions: Students could answer questions about the plot, characters, themes, and settings of the story to demonstrate their understanding

A. Read the story and answer the questions

1. Who found the kitten ?

2. What's the problem with the kitten ?

3. Where does Hina finally find the kitten ?

4. What is the experience that Hina has remembered?

B. The comprehension questions evaluate what the students understood about this story and the questions help to observe both understanding , progress, and also if they have sentences structured, and the punctuation.

Presented by Andres and Adriana

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Read the story and invent a continuation of the story

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Read the story and invent a continuation of the story

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1. Students have to read the story and then they have to invent a continuation of the story and create new characters.

2. Criteria that we are going to evaluate are:

Content

Coherence

Clarity

Setences structures

Punctuation

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Assessing Writing by Rocio Chandías and Nohelia Gonzales.

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Assessing Writing by Rocio Chandías and Nohelia Gonzales.

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1) The students have to identify the moral of the short story called: “The Boy who cried wolf”, then the students must write a complete paragraph about what they learned about the story.

Finally the students have to look for words in the story that are unfamiliar to them.

2) Four criterias to evaluate the task:

1) Evaluate punctuation marks.

2) Evaluate the coherence of the short story.

3) Sentence Structure.

4) Vocabulary.

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Presented by: Jorge Guifarro and Josselyn Obando.

✅The task that the students are going to accomplish is to write a Summary about the story: “Be careful what you wish for”.The summary needs to have 5 complete sentences.

✅Criteria's to evaluate the summary:

🔅Vocabulary.

🔅Content.

🔅Sentence structure.

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1- Explain what task are students going to develop.

As future teachers we decided to use the Narrative essay to evaluate writing skills because is one of the best ways to ensure students are capable to write and ad teacher we can know about the level that students have and what aspects they need to improve in the written skill.

The narrative essay that we decided will be a random topic, they can write about whatever that they want to tall because if the feel connect with that content they can express better and give more details that as teachers we can evaluate more aspects and give feedback and more advices to improve their writing skill.

2- Mention the evaluation criteria you are considering to evaluate.

we are going to evaluate:

content

punctuation

grammar and structure

coherence

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Writing task by Alan Mejia & Dayana Aparicio

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Writing task by Alan Mejia & Dayana Aparicio

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Explain what task are students going to devolvió.

After have read the story “ The enchanted journey of Lucas” the studies have to develop the next activity

1. Students have to read and understand the story.

2. Students have to analyze the story.

3. students have to do a summary about the story and make 10 questions.

Mention evaluetion criteria you are considering to evaluate.

1. Content analysis

2. Grammar structure

3. Vocabulary

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Presented by: Astri & Naomy

1. Students do an analysis of the short story “George and the dragon” in which they need to identify the main characters, setting, the conflict or problem, the resolution and the moral of the story in a worksheet.

2. Criteria to be evaluated:

• Punctuation

• Content and ideas

• Reading comprehension

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From the reading activity you created yesterday, please assess a writing activity.

Explain what task are the students going to develope.

Mention de evaluation criteria you are considering to evaluate.

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It is my opinion that the “bottom-up approach” is important because it helps when reading or developing strong word and recognition skills that are essential for fluent reading and comprehension.

I decided to structure the reading activity with a story called “Where the Wild Things Are.”

The activity is divided into 4 strategies:

1. Pre-reading activities: Before starting the story, I would begin by discussing the cover and asking the children to imagine what the book will be about based on the illustrations.

2. Phonetic approach: As students read the story together in groups, I would emphasize the phonetic elements of the text. Pointing out sight words or phrases that the child has been learning.

3. Comprehension activities: After reading each page I would engage the child in comprehension activities. Like asking questions about the story, like the characters.

4. Extension activities: For children to further enhance the reading experience, I would consider doing activities related to the story, including having them draw the characters from the story or color scenes from the book.

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1. From my POV, the bottom-up approach is more effective because students

learn in sequence, step by step and considering that their mind is developing at a young age.

2. In my case I am teaching demonstrative pronouns to students with high level of English through reading asking students to read the short story and then underline the demonstrative pronouns within of the text and then figure out the word to which they refer.

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Which reading approach you consider is more effective for children?

How will you structure a reading activity according to this approach. You can include specific resources to explain.

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☆Pre-reading: teacher can explain a little bit about the story to put in contex to the students.

☆While-reading: each student is going to read a word and teacher can use flashcard to ilustrate it.

☆Post-reading: we can use drawings as feedback, and students can say what they remember about the story.

☆ In my opinion bottom up is better to use with beginning readers because this approach start since the specific to the general. In this case the specific can be word by word.

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1. In my opinion, when it comes to working with children, a mix between the two approaches works well.

2. How will I structure a reading activity using both approaches at the same time?

Well I can do an interactive reading with my students using a short story.

I would develop my teaching in three stages:

• Pre-reading: I would put my students in context by showing them a picture related to the topic without telling them what the topic is about. I would ask them to tell me what they see in the image, so that they can have an idea of what the topic is going to be about.

• While-reading: In this stage, I would introduce the topic or the name of the story to my students and began with the main activity which is reading. I would first read the story to them so that they can be aware of words pronunciation and also to make clear some possible new words to them (here we began making use of the approaches, students are developing phonetic awareness and word recognition.) Then, I will ask them to read after me just to practice reading and then they will finally read the story together in a following reading.

As a practice activity I would hand them a worksheet and I would ask them to fill it just to make sure that they understood, comprehend, and got the main idea of the story.

•Post-reading: In the post stage we would discuss the answers of the worksheet and give them feedback while we are discussing the right answers.

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Abigail Chandías.

Button up approach: it is the best teaching method for children, this way they learn from the base, it is necessary that they learn from the knowledge they already have. When the teacher gives the class, it is necessary that it is interactive, that the reading is short, but that the children can understand it.

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BY:  SANCHEZ.                                 Reading assignment

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BY:  SANCHEZ.                                 Reading assignment

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On the following assignment you will have to read carefully for some information first so that you can get in context of the story and complete the answeres.

1. First step: Before you read and discuss with your partner of what do you see on the picture.

2. Second step: What do you think the story is going to be about, based on what you see on the image.

3. Warm up: Make groups of 5 students. Talk about the image that is on the story and if you have anything in your house that looks similar in the picture of reading.

4. Explanation: Teacher would talk about what’s on the image of the reading assignment, talk to the students about a dog a pet a man and a cat, asked them if they have a cat in the house, a dog, and a father. This is to put students in context and prepare them for the reading assignment.

5. Practice: Students have to open the link on the IPad listen to the first 2 readings from the teacher and then students should read the story by themselves 2 times. After reading the short story answers the question below.

1st question: THE BOY NAME IS………..^ click on the button that appears at the end of the question……^ Then select the option that is correct from your opinion.

6. Feedback: After students have completed the assignment discuss the question with the hole class and making sure everyone has the same answered if not discuss why they have different answers and correct them.

Reading link

https://www.liveworksheets.com/w/en/reading/1719584

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1. I think the Bottom up approach is more effective,because it focuses on decoding individual words and understanding their meanings by using this approach children can develop a well-rounded.

2. To structure  a reading activity we can start with the pre -reading introducing the vocabulary and discuss with the students their experiences with pets or helping others in need, engage students in phonemic awareness activities by focusing on rhyming words , word recognition with the students introducing sight words that appear frequently in the story, reading comprehension I guide the students through a close reading the story discussing in class the main events ,characters and themes, and post reading assessing students comprehension through discussion questions about the story plot , review the vocabulary and their meanings through interactive activities like word matching or also creating sentences. By using The lost kitten we can effectively integrate awareness , phonetics and word recognition and development the comprehension skills within a cohesive and engaging narrative.

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1. The bottom up approach can be the best way to assess our students to improve their reading skills because they are able to identify vocabulary, unknown words, what is the pronuntiation of this words and the sounds that they have.

1. A class to teach the students how to improve reading would be:

1. Make a pre reading activity: The teacher would show to their students a picture from the story to get an idea of what would be the story about and ask some questions to put them in context and make their own predictions before the reading.

2. During the while reading: After the students made their predictions about the story, they will begin to read the story by themselves to recognize the topic, the vocabulary, how are the words pronounce and what are their sounds and also they can see if their predictions about the story were right.

Then, they will be reading a second time the story to measure a deep understanding and comprehension of the story while they are reading and they will identify the main idea and important details of the story.

3. Post reading activity: after they finished to read the story, they will make a short disscusion interacting each other with their classmates and give their own opinions of what they understood from the story.

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Nathally Galeano.

1._I consider that Bottom-Up aproach because beging from the specific to the general things, they first need to recognize for example, the letters and its sound before the said or read the whole word.

2._ For example, for 5th grade, first I choose a story and show them some images about the storyand the vocabulary that the story has and ask them What do you think will be the story about?

Then the students will read by themselves in silent, and then all the class are going to read the story together (making a semicircle before).

At the end of the class teacher and the students will discuss the story and make a summary.

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1. Which reading approach you consider is more effective for children?

In my opinion bottom up approach is a more effective because with this approach we start from the most simple elements to the most complex one. With this approach we can make sure that students have a solid base to start learning more difficult topics.

2. How will you structure a reading activity according to this approach? You can include specific resources to explain.

Story: Be careful what you Wish for (Fourth grade)

•warm up: -teacher ask students if they could make a wish, what would they wish for?

•exploration of prior knowledge: -Teacher ask students if they know: what is a wish?

-Teacher ask students when we can make wishes.

•presentation: •Teacher reads the story to his/her students

•practice: Students answer the worksheet in pairs

•Closing activities: Teacher and students revise the and correct the exercises in the worksheet.

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Ana Gabriela Chávez

1. For may opinion a think that is better bottom up approach because to start giving a vocabulary to the students and we that vocabulary the students can develop better their comprehension and have a the end they will have a good comprehension.

2. Introduction part: Put the students in context with the reading.

Warm up: The teacher will teach a new vocabulary using flashcards and showing to the students that sound of each words. And the students will repeated many times the vocabulary.

Reading moment: at the moment of read the teacher will make a circle and they will start reading as whole group in circle. Each student will read full paragraph.

Practice : in this part the student will give a list of question and the students will answer than.

Closing Activity: the teacher and student will discuss the answer of the question and make a feedback about the reading.

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1) The bottom-up reading approach begins with teaching children to recognize letters, phonemes, and basic sight words.

For me is more effective for children because this method ensures a strong foundation in decoding skills. they gradually progress to more complex words, sentences, and eventually, full texts. empowering them to advance gradually and feel secure in their reading skills.

2)I decided structure the reading activity with a short story called “The boy who cried wolf”

The activity is divide in three stages: Pre reading, while reading and post reading.

Pre: Introduce Vocabulary: Identify key vocabulary words from the passage and pre-teach them using visual aids.

While:Guided Reading: Read the passage aloud as a class or in small groups, pausing periodically to discuss comprehension questions or to clarify any challenging vocabulary or concepts.

Post reading:Discuss the short story in class to reflect on the main ideas of the passage, key events or interesting facts learned. The students can share their ideas, reactions, and connections to their own experiences.

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Which reading approach you consider is more effective for children?

R/ I considered BUTTOM UP as the most effective approach to develop a reading class, because in this way the teacher gives to student an idea about what they are going to read, and also to do more interesting the activity.

How will you structure a reading activity according with this approach. You can include specific resources to explain.

R/ As a teacher the structure of reading activity with this approach will be the next one:

4th grade:

Reading time

1. Teacher puts different objects in the meddle of the classroom according with the story,

2. The students make a semi circle around the objects on the floor.

3. Teacher asks questions about what they think the story is about by observing the objects on the floor.

4. Teacher starts to read the story and the students follow the reading.

5. Teacher and students read the story aloud.

Some specific resources could be: specific images about the story, the story printed, real objects according with the story.

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The more effective approach for children is the bottom up approach because in this one we build the skills of the children and they star with basic concepts and during their learning they are going to learn things more complex.

How will you structure a reading activity according with this approach.

1- the teacher can prepare the children for the story and punt them in context for example the story is about animal kingdom the teacher can asks to the student different question like "what is your favorite animal " “what is the most strong animal” etc.

2- the teacher can show images to the students of different animals and identify if the children know these animals.

3- the teacher read with the students he can read first and then the student can repeat.

4- the teacher can use stories with a many images to help to the students of what is about the story.

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I considered that  bottom up approach is more effective for children because as teachers we have to consider the level of comprehension of the students, so is more effective start with recognizing the vocabulary and the pronunciation of the letters.

With 4 grade, I would structure a reading activity using a story with pictures and with a simple vocabulary  for students,  but before to start to read the story, I can give to students a definition of the words and teach them how pronounce the word, I can used a flash card with pictures based on the word and then I give then sentences that is in the story. The students can feel confident and safe to read the story. The whole activity would be in group with the whole class because they must fallow the reading because they thought that in every moment would be their turn.

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By SANCHEZ.                                              The most effective approach.

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By SANCHEZ.                                              The most effective approach.

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It’s important because it focuses on individual words and phrases to understand the overall meaning of a text. This method emphasizes decoding words, recognizing their meanings, and then synthesizing them to comprehend the entire passage. This approach from my POV is the most effective in reading because it’s starts from the general to the complex and in reading skill you cannot begging from the complex to the general.

So for this instance I say that the bottom up approach is the most effective on children’s

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1. In my opinion top down is the best option for teachers to develop their student’s reading kills.

We can start by doing a pre-reading: before read the text, we may start wit a short discussion about the topic or the text.

Then we can introduce the text: It can be like a short presentation of the title what it will be about, showing the cover or illustration

We also can ask for predictions of what will happen in the story.

After that we can start to read the story.

After the reading we can ask to our students or the catch the main idea of the story or key details.

Finally we can do and activity about the reading and provide feedback.

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Sentence Crafting Education Presentation in Cream Blue Friendly Hand Drawn Style

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1. How can we assess speaking?

2. In your on words explain intensive and extensive speaking.

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https://www.canva.com/design/DAGBXmuuPjM/sm8J2vHQXT3U8vhtJK1zyA/edit?utm_content=DAGBXmuuPjM&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton

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Watch the video and answer the following question.

Why are listening skills so important in the learning process and how can we achieve them?

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Active Listening: How To Communicate Effectively

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A Writing activity:

● What task are the students going to develop?

1. The students will do a summary about "The hare and the tortoise" story.

2.This kind of activity will be individual and the students will develop their writing skills by themselves expousing their own ideas of what is the story about.

3. It would be a summary of 3 paragraphs.

● Mention the evaluation criteria you are considering to evaluate:

● We are going to evaluate:

1. Grammar: The students need to have complete sentences using a correct structure, having no grammar mistakes.

2. Punctuation: In every paragraph students need to use commas, periods, question marks, exclamation marks, etc... According to the content of each paragraph.

3. Content: The summary need to have 3 paragraphs. Each paragraph need to have coherence and the ideas need to be clear.