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

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

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.

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

• 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.

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.

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.

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.

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.

   
   

   
   

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.

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.

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

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.

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.

☆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.

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.

   
   

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.

• Explain what task are the students going to develope.

• Mention de evaluation criteria you are considering to evaluate.

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

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

   
   

• 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

✅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.

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.

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.

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.

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.