Strategies for Reading and Writing Competencies - Term Paper Example

Grade 4 Concept 6: Conventions Conventions address the mechanics of writing, including capitalization, punctuation, spelling, grammar and usage, and paragraph breaks. Day 1: USING CAPITAL LETTERS AND PUNCTUATIONS OF SENTENCES Objectives: To be able to know when to use the capital letters To be able to determine the use of punctuations when ending a sentence Materials: Materials to be used in this lesson include: Pictures Books or novels Map PowerPoint Presentation Procedure: 1. Introduce the topic and explain to the students that there will be an assessment after the lesson. 2. Write sentences on the board without capitalizing any letter. 3. Ask students to point out words that should be capitalized otherwise. 4. Explain to them the importance of capitalization. 5. Explain the use of capital letters for pronouns using pictures showing specific person. 6. Explain the use of capital letters for titles using PowerPoint presentation. 7. Explain the use of capital letters for names of place using map. 8. Explain the use of capital letters for abbreviation using PowerPoint presentation. 9. Explain the use of capital letters for literary titles using the books or novels. 10. Ask the students for any questions regarding the first lesson. 11. Proceed to the next lesson by introducing sentences and punctuations. 12. Using a PowerPoint presentation, explain the three punctuations (period, question mark, exclamation point). 13. Ask students to give there examples to know if they really understood the lesson. 14. Assess the students regarding the lesson. Assessment: One of the most effective assessments for lesson is conducting a group contest in a class. For this lesson, three groups will compete for 20 questions. There will be three categories: easy, medium and difficult. The easy category will have 10 easy questions. Medium category will have 5 questions and difficult category will have 5 questions. Each group will have a representative to answer each question. The representatives will go in front to make sure there will be no coaching. This will be very effective because the students will be motivated to learn the lesson in a fun way. Day 2: USE OF COMMAS, QUOTATION MARKS, COLON AND APOSTROPHES. Objectives: To be able to learn other punctuation marks used in the sentence To be able to distinguish the use of comma, quotation marks, colon and apostrophes Material: PowerPoint Presentation Procedure: 1) Introduce the topic to the students 2) Explain the use of commas to punctuate using a PowerPoint presentation i) Items in a series ii) greetings and closings of letters iii) dates iv) introductory words 3) Explain the use of quotation marks to punctuate using a PowerPoint presentation i) dialogue ii) titles 4) Explain the use of colon to punctuate time using a PowerPoint presentation 5) Explain the use of apostrophes to punctuate using a PowerPoint presentation i) contractions ii) singular possessive 6) Invite questions from the students. 7) Start assessment. Assessment: The assessment for this lesson will be a quiz with 20 items. The quiz will be consisted of 5 examples each punctuation (commas, quotation marks, colon and apostrophes). The students will be evaluated by asking them to make or provide their own examples of sentences using the punctuations. They will not only be evaluated about the lesson but also their ability to compose sentences. DAY 3: HIGH FREQUENCY WORDS AND USE OF COMMON SPELLING PATTERNS/GENERALIZATION Objectives: To be able to learn spelling high frequency words To be able to learn the use of common spelling patterns/generalization Materials: Dictionary PowerPoint presentation Spelling booklet Procedure: 1) Introduce the topic by using the PowerPoint presentation. 2) Discuss to the students how to spell high frequency words correctly. 3) Give examples through the use of PowerPoint presentation and dictionary. 4) Ask the student examples of high frequency words by using the dictionary. 5) Discuss the use of common spelling patterns/generalizations to spell words correctly: 1. r-controlled 2. diphthong 3. vowel digraphs 4. CVC words 5. CCVC 6. CVCC 7. silent e 8. irregular plurals 9. affixes 6) Invite questions from the students regarding the lesson. 7) Start assessment. Assessment: Using the spelling booklet, the students will have a quiz. There will be 22 words to spell from easy to difficult high frequency words. The students will also be asked to write 2 examples each for each pattern for a total of 18 words. The quiz will have a total of 40 items. DAY 4: SPELLING SIMPLE HOMONYMS, USING RESOURCES TO SPELL CORRECTLY AND USING PARAGRAPH BREAKS TO INDICATE AN ORGANIZATIONAL STRUCTURE Objectives: To be able to spell simple homonyms correctly in context To be able to use resources to spell correctly To be able to use paragraph breaks to indicate an organizational structure Materials: Dictionary Thesaurus Book or novels PowerPoint presentation Spelling booklet Procedure: 1. Introduce the topic to the students by explaining homonyms. 2. Explain and discuss the topic on spelling simple homonyms by using the dictionary. 3. Ask the students to provide examples. 4. Introduce the new topic of using resources to spell correctly by using thesaurus and dictionary. 5. Provide examples to the students using a comprehensive PowerPoint presentation. 6. Discuss the use of paragraph breaks to indicate an organizational structure using novels or books. 7. Invite questions from the students. Assessment: There will be two assessments for this lesson. One is a conducted spelling contest and the second is a spelling quiz. The spelling contest will be conducted to 3 groups among the students. Using the dictionary, the students will answer and spell the words asked by the instructor. This is a fun way to test their ability to use the dictionary to spell correctly. There will be three categories: easy, medium and difficult. The easy category will have 10 easy questions. Medium category will have 5 questions and difficult category will have 5 questions. Using the spelling booklet, there will be a spelling quiz for 20 items. Without using a dictionary or thesaurus, students will have to answer individually using their spelling booklets the 20 words to spell. This will assess the students about the lesson. DAY 5: PARTS OF SPEECH IN SIMPLE SENTENCES AND SUBJECT/VERB AGREEMENT IN SIMPLE AND COMPOUND SENTENCES Objectives: To be able to learn the use of parts of speech in simple sentences To be able to use subject/verb agreement in simple and compound sentences Material: PowerPoint presentation Procedure: 1) Introduce the topic by asking the students to provide examples of a sentence. 2) By using the PowerPoint presentation, discuss thoroughly the parts of speech and their uses in a simple sentence. i. nouns ii. action verbs iii. personal pronouns iv. adjectives v. conjunctions 3) Ask the students to provide examples of sentences this time identifying the parts of speech. 4) Invite questions from the students. 5) Introduce the new topic of use subject/verb agreement in simple and compound sentences. 6) Discuss the topic of use subject/verb agreement in simple and compound sentences using a PowerPoint presentation. 7) Invite questions from the students. 8) Start assessment. Assessment: The lesson focuses on identifying the parts of the sentence and constructing correct simple and compound sentence. The assessment of this lesson is to create a minimum of 500 word essay on the topic of their choice. The students should be able to apply the lessons from day 1 to 5 to a bigger perspective. Thus, the students should be able to create an essay by using correct punctuations, spelling, and applying correct subject/verb agreement on simple and compound sentences. Reference: Writing Standard Articulated by Grade Level (2010). Retrieved August 13, 2011 from http://www.ade.az.gov/standards/language-arts/writing/grade4.pdf Read More