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    Eng 503 Palasin, Ronnel C. Output 2

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    ronnel palasin
    Here are some effective methods to apply based on the communication level of students: A. For a class with students having above average communication level: - Encourage student-led discussions to take advantage of their strong communication skills and allow peer learning. Guide the discussion with open-ended questions. B. For a class with students having average communication level: - Use both teacher-led instruction and some group work to balance direct teaching with practice opportunities. Provide scaffolds and prompts to support student participation. C. For a class with students having below average communication level: - Start with more teacher-led instruction and modeling to address gaps. Incorporate multimodal activities that don't rely solely on oral skills.

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    Eng 503 Palasin, Ronnel C. Output 2

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    ronnel palasin
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    Here are some effective methods to apply based on the communication level of students: A. For a class with students having above average communication level: - Encourage student-led discussions to take advantage of their strong communication skills and allow peer learning. Guide the discussion with open-ended questions. B. For a class with students having average communication level: - Use both teacher-led instruction and some group work to balance direct teaching with practice opportunities. Provide scaffolds and prompts to support student participation. C. For a class with students having below average communication level: - Start with more teacher-led instruction and modeling to address gaps. Incorporate multimodal activities that don't rely solely on oral skills.

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    ENG 503 PALASIN, RONNEL C. OUTPUT 2

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    Here are some effective methods to apply based on the communication level of students: A. For a class with students having above average communication level: - Encourage student-led discussions to take advantage of their strong communication skills and allow peer learning. Guide the discussion with open-ended questions. B. For a class with students having average communication level: - Use both teacher-led instruction and some group work to balance direct teaching with practice opportunities. Provide scaffolds and prompts to support student participation. C. For a class with students having below average communication level: - Start with more teacher-led instruction and modeling to address gaps. Incorporate multimodal activities that don't rely solely on oral skills.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    46 views2 pages

    Eng 503 Palasin, Ronnel C. Output 2

    Uploaded by

    ronnel palasin
    Here are some effective methods to apply based on the communication level of students: A. For a class with students having above average communication level: - Encourage student-led discussions to take advantage of their strong communication skills and allow peer learning. Guide the discussion with open-ended questions. B. For a class with students having average communication level: - Use both teacher-led instruction and some group work to balance direct teaching with practice opportunities. Provide scaffolds and prompts to support student participation. C. For a class with students having below average communication level: - Start with more teacher-led instruction and modeling to address gaps. Incorporate multimodal activities that don't rely solely on oral skills.

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    © All Rights Reserved
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    Download as docx, pdf, or txt
    of 2

    Ronnel C.

    Palasin
    MAED English
    ENG503 TESL
    Dr. Aileen M. Daran

    Output No. 2

    1. What approach/strategies do you apply when...

    ** Children may struggle with reading for a variety of reasons, including limited experience with books,
    speech and hearing problems, and poor phonemic awareness.
    To assume that one can simply have students memorize and routinely execute a set of
    strategies is to misconceive the nature of strategic processing or executive control. Such rote
    applications of these procedures represents, in essence, a true oxymoron-non-strategic strategic
    processing.
    — Alexander and Murphy (1998, p. 33)

    A. Students cannot read or having difficulty reading a passage or paragraph


    If students struggling or having difficulty in reading a passage, there is some reasons that the
    student cannot read maybe the problem starts with the early stages of reading development of the
    student. Through the help of this 6Tips the teacher can engage his/her student to enhance the
    reading comprehension of his/her student.
     Personalize their learning path
    With today’s large class sizes, it can be difficult for teachers to provide individualized attention when
    students struggle.
     Offer the right level of scaffolding at the right time
    In education, scaffolding refers to a variety of instructional techniques used to move students
    progressively toward stronger understanding and greater independence in the learning process.
     Provide systematic and cumulative instruction
    Formulating an appropriate learning goal is only the first step in effective instruction. A systematic
    learning plan—one in which students can readily understand—can increase learner engagement
    because the student always knows their progress.
     Engage in multisensory activities
    Multisensory teaching is effective for all learners, but it is especially beneficial for struggling readers.
    The goal is to find each student's learning strengths and engage those strengths to introduce new
    information.
     Supply at-home resources for parents
    The involvement of parents in a struggling child’s education can make a world of difference.
     Motivate and reward success
    It is no surprise to any educator that when students struggle, their motivation and engagement levels
    can dwindle.

    B. Students having difficulty reading the basic sound.


    Word decoding is the ability to use existing knowledge of letter-sound relationships to correctly
    pronounce printed words.
    When helping your child sound out words, consider the following:
    Say it slowly – stretch out words so that it's easier to hear the sounds. Vowel sounds are usually the
    easiest to stretch out.
    Hold the sound – Starting with the first sound, hold it and stop.
    Find the letter – Help your child identify the letter whose sound matches the sound they have
    identified.
    Write it down – Write that letter down straight away, without waiting until the entire word has been
    sounded out. Help your child write a letter or letter combination for each sound as soon as the sound
    is identified.
    Writing each sound as you go will help your child remember early sounds in a word by the time
    they figure out later sounds.

    Reference:
    https://www.lexialearning.com/blog/6-ways-help-students-struggling-reading-close-gap
    https://readingeggs.com/articles/2015/07/03/sounding-out-words/

    2. Create a table of a 1-week plan to improve the pronunciation of a student. Specify the target sound
    to improve.
    MY
    TASKS /Ff/ /Pp/ /Bb/ /Vv/ /Ss/ /Zz/ /Rr/
    Day 1 Day 2 Day 3 Day 4 Day 5 Day 6 Day 7
    Flashcard Introduce
    the letter
    WEEK
    Introduce
    the letter
    Introduce
    the letter
    Introduce
    the letter
    Introduce
    the letter
    Introduce
    the letter
    Introduce
    the letter
    and the and the and the and the and the and the and the
    Sound Sound Sound Sound Sound Sound Sound
    Book Read the
    book PLAN
    Read the
    book Pete
    Read the
    book
    Read the
    book The
    Read the
    Book
    Read the
    Book Zero
    Read the
    Book
    Froggy the Cat Brown Viper Scaredy the Hero Planting a
    Get bear, Squirrel Rainbow
    Dressed Brown
    bear
    Craft F is for P is for B is for V is for S is for Z is for R is for
    footprint Pig Bears vase Star Zipper Robot
    Activity Food Popsicle B-trace Make a Playdough Stuffed R rainbow
    collage Stick with Volcano Letter animal craft
    Puzzle Bears Maze ZOO
    Studio Record Record Record Record Record the Record Record
    the Sound the Sound the Sound the Sound Sound and the Sound the Sound
    and let the and let the and let and let the let the and let and let the
    student student the student student the student
    hear it. hear it. student hear it. hear it. student hear it.
    hear it. hear it.

    Among the mentioned methods of teaching language, which is likely effective to apply considering the
    following situation...

    A. a class with students having above average level of communication

    B. a class with students having an average level of communication

    C. a class with students having below average level of communication

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