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l really enjoy seeing how students collaborate with each other. It is great to see them sharing their ideas and supporting each other during the group work. It's a wonderful way for them to learn from each other and develop important social skills.

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The picture shows the steps of activities for students to help them to remember their tasks.

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Example on TP giving the students positive feedback 

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I used both oral questioning and verbal feedback as assessment strategies during the class. For example, l asked the students questions during the story and used their responses as they understood the story. However, for the verbal feedback, I give them positive feedback that they did very well and areas where could improve it.

By using these strategies, l am able to create a supportive and engaging learning environment that helps my students to learn. Overall, I am proud of the work that l do as a pre-service teacher and the positive impact that l am making on my students. In the future, l will use different strategies different approaches to engage my students and to learn and grow.

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Name of the activity: Basic Story Map

Each student will take the paper and write their name, then fill in the boxes after which they will use their imagination to draw the characters. If they have time, they will color their drawings.

o   Extra activity: Students will take the laptops and start solving the questions that regarding the story.

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Group 4: (Mastery level) string up a retelling rope. (Group work)

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Group 4: (Mastery level) string up a retelling rope. (Group work)

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Name of the activity: Basic Story Map

o   Students will take a white paper and start working on story retelling. They will look at a hard copy of the story to read it again and find out the answers.

Steps: Group work

Step 1: Write your group names.

Step 2: Take A3 paper.

Step 3: Write (Setting, Characters, Problem, happenings, Solution).

Step 4: Write your answers.
Step 5: Draw and color if there is no time it's ok you did a good job.

Materials:
- A3 papers
- Colors
-Pencils

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Name of the activity: Make a “beginning, middle, end” flip chart.

First students will write their names, working together in the poster, they will make three sections for the beginning, middle, and end. After that, they will draw and color.

Materials:
- Posters
- Colors
- Paper colors
- Cottons

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I am a dedicated teacher who is passionate about helping my students learn and grow. If my students don't understand the concept, l repeat it several times to ensure that they understand it fully. One of the strategies l use to check for students' understanding is thumbs up and down. This allows me to quickly assess whether students get the concept or need further explanation. l find that this strategy helps me to create a supportive and engaging learning environment that enables students to learn and grow. l believe that every student has the potential to succeed, and l work hard to create a supportive and engaging learning environment where my students grow in their learning.  l enjoy using the CROWD strategy, to help my students improve their reading comprehension and critical thinking skills. l also love asking my students to make predictions about what might happen next in a story, as this helps them to develop their imagination and creativity. l will always try to be a successful teacher and to create a supportive and engaging learning environment.

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Students will be able to:
- Remembering: Students will be able to recall the main idea of a text.
- Understanding: Students will be able to explain and predicate.
- Applying: Students will be able to use textual evidence to make inferences.
- Analyzing: Students will be able to identify unfamiliar words.
- Evaluating: Students will be able to critique a text and its arguments.
- Creating: Students will be able to generate new ideas based on the text and their own experiences.

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The question: " What do you think might happen next? will Sam act nicely or badly?

Students respond:

" He will act badly because no one listens to him," Zain said.

" I predicate that he will be so angry and then no!! these are not true," Maryam said.

l asked students to predicate what might happen next in the story, and l asked them to use their imagination.  The students came up with thoughtful and creative predictions, and they used evidence from the story to support their ideas. However, asking students to make predictions is a great way to engage them in the story and encourage them to think critically about the story.

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- Tolerant

l teach vocabulary during the stories because it helps students to understand the story better. Also, when we teach them the vocabulary we do a connection between the word and real life. Additionally, teaching vocabulary during the stories can help students to expand their knowledge and to build their vocabulary. This not only improves their communication skills but also helps them to become better readers and writers.

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WH- questions:

Post-reading l used both strategies as we can use them both at the same time. So, for the WH- questions l asked: " What happens to Sam when no one listens to his answer?"

These questions can be used to help children understand and remember what they are reading. The questions encourage the child to think more deeply about the story and recall important details. Also, help students develop their critical thinking skills, as they learn to analyze and evaluate what they are reading.

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Group1: (Emerging level)

Name of the activity: Artful artists

(Verbal) (keywords) one-to-one matching

o   Students will take drawing paper and write at the top of the page a new word they have recently learned. And start draw. After they finish, they will explain to the teacher what they drawing.

Materials:
- Colors
- Pencils
- Papers

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ADEK LO’s:  KLCP2 understands that print differs from pictures by using one-to-one correspondence when reading.

ADEK LO’s: KLLK1 uses one’s name to learn about words and make connections to words.

Putting an emphasis on writing abilities so that kids may create a story.

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Ppt including the story, reading strategy, and activities: 

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Ppt including the story, reading strategy, and activities: 

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After editing from the pre-service teacher: 

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After editing from the pre-service teacher: 

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6_6_22 Tortoise Learning Language Assembly

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During the lesson, l used the read-aloud approach to engage students and help them develop their listening and comprehension skills. l read a story aloud to them and they respond positively and actively. l used a story from my MST recourse during the lesson, l thought it would be a great opportunity to read it aloud to the class and help them to engage with the text. Since the teacher resources did not use any clear illustrations, l added some of my own to help make the story more engaging and clear for the student. l wanted to provide something extra for the students to help them engage and to be more meaningful.

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Edit the blooms taxonomy

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Student Name: Shaikha Khalid Salem Eissa  Alsenaidi
Student ID: H00446869
Course Name: Learning through Literature
Course Code: ECE 3203
CRN:  24629