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The document discusses how a language unit will give students a greater understanding of language, teach them how to communicate better, and allow creative processes through writing. It explains that project-based learning allows students to work together using different ideas and technology to discover better ways to understand new topics. The teacher will use project-based learning to introduce a fun snack to students and relate the story to creating a new story with proper punctuation and grammar.
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Reading Comprehension Macroskill
There are key differences between listening and reading as macroskills. A listening text relies more on stress and intonation from a speaker for comprehension, while a reading text provides a structured written format. When reading, students can take more time to understand the text by re-reading passages if needed. Effective reading texts contain familiar structures, vocabulary, and organization to aid student comprehension, such as short sentences, clear organization, appealing topics, and visual supports. Teachers can empower students' reading skills through strategies like previewing vocabulary, using context clues, and encouraging prediction and inference-making. The reading lesson framework involves preparation, guided reading, and follow-up integration with other skills.
Map english 4 2015
The curriculum map outlines the English curriculum for Grade 4 students at San Antonio de Padua College in Pila, Laguna for the first quarter. It includes topics like nouns, vocabulary development, listening comprehension, reading comprehension, oral reading fluency, oral language, grammar, writing composition, study strategies, and developing a positive attitude. The curriculum aims to help students understand parts of speech, communicate effectively, comprehend texts, and develop literacy skills through various activities and assessments.
Integrated Skills
The document discusses integrated skills approaches to teaching English as a second language. It contrasts integrated skills approaches with traditional segregated skills approaches. Integrated skills approaches view language learning as involving multiple skills together through content-based instruction. Content-based instruction uses themes and activities to link reading, writing, listening and speaking skills. It reflects learners' needs to use language as a means to acquire information rather than just learning language itself. Effective content-based teachers employ varied instructional formats, group work, reading arrangements, define background knowledge and language skills needed, and help students develop coping strategies.
Receptive skills in english language teaching
This document discusses receptive skills in English language teaching, focusing on reading and listening. It addresses key issues in teaching reading such as top-down and bottom-up reading strategies, the influence of cultural schemas, and challenges caused by insufficient linguistic ability or unfamiliar cultural contexts in texts. The document also discusses problems teaching reading and proposes solutions such as pre-reading tasks, supplementary materials, and mixed-ability group work to support weaker readers.
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This document provides information about the Chinese Studies curriculum for Grade 7 at CDNIS for the 2012-2013 school year. It outlines the goals of developing responsible global citizens and leaders through academic excellence. It describes the textbooks and materials to be used, including Chinese Made Easy and Integrated Chinese Level 1. It discusses the language skills to be learned, including oral communication, writing, and reading comprehension. It provides examples of assessments, such as oral presentations and written assignments. It also describes support available, like revision sessions and encouraging speaking practice at home.
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The document discusses different listening and reading skills and strategies. It describes tasks to help students improve their listening skills, including listening for the main message and details. It also discusses top-down and bottom-up listening approaches. For reading, it discusses reading speed, scanning, skimming, reading for detail, and extensive reading. It emphasizes getting the overall message for listening and reading. It provides examples of listening and reading tasks and the importance of feedback.
Integrated skills
The document discusses integrating language skills in the classroom. It states that language learning involves acquiring a set of skills, including listening, reading, speaking and writing. It recommends that lessons incorporate meaningful practice of multiple skills and that skills are best learned when integrated, as they are in real life. Two examples are provided of lessons that stage activities focusing on different skills but linked around a common topic, integrating reading, speaking, listening and writing.
The Reading Skills
The document discusses reading skills and difficulties. It covers three main components of reading: decoding, comprehension, and retention. Decoding involves translating printed words to sounds, comprehension is understanding the text, and retention is keeping or remembering the information read. Some common reading difficulties include dyslexia, vocabulary issues, memory problems, attention problems, and difficulties with decoding, comprehension, or retention.
Recommended
Reading Comprehension Macroskill
There are key differences between listening and reading as macroskills. A listening text relies more on stress and intonation from a speaker for comprehension, while a reading text provides a structured written format. When reading, students can take more time to understand the text by re-reading passages if needed. Effective reading texts contain familiar structures, vocabulary, and organization to aid student comprehension, such as short sentences, clear organization, appealing topics, and visual supports. Teachers can empower students' reading skills through strategies like previewing vocabulary, using context clues, and encouraging prediction and inference-making. The reading lesson framework involves preparation, guided reading, and follow-up integration with other skills.
Map english 4 2015
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Receptive skills in english language teaching
This document discusses receptive skills in English language teaching, focusing on reading and listening. It addresses key issues in teaching reading such as top-down and bottom-up reading strategies, the influence of cultural schemas, and challenges caused by insufficient linguistic ability or unfamiliar cultural contexts in texts. The document also discusses problems teaching reading and proposes solutions such as pre-reading tasks, supplementary materials, and mixed-ability group work to support weaker readers.
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This document provides information about the Chinese Studies curriculum for Grade 7 at CDNIS for the 2012-2013 school year. It outlines the goals of developing responsible global citizens and leaders through academic excellence. It describes the textbooks and materials to be used, including Chinese Made Easy and Integrated Chinese Level 1. It discusses the language skills to be learned, including oral communication, writing, and reading comprehension. It provides examples of assessments, such as oral presentations and written assignments. It also describes support available, like revision sessions and encouraging speaking practice at home.
Receptive skill
The document discusses different listening and reading skills and strategies. It describes tasks to help students improve their listening skills, including listening for the main message and details. It also discusses top-down and bottom-up listening approaches. For reading, it discusses reading speed, scanning, skimming, reading for detail, and extensive reading. It emphasizes getting the overall message for listening and reading. It provides examples of listening and reading tasks and the importance of feedback.
Integrated skills
The document discusses integrating language skills in the classroom. It states that language learning involves acquiring a set of skills, including listening, reading, speaking and writing. It recommends that lessons incorporate meaningful practice of multiple skills and that skills are best learned when integrated, as they are in real life. Two examples are provided of lessons that stage activities focusing on different skills but linked around a common topic, integrating reading, speaking, listening and writing.
The Reading Skills
The document discusses reading skills and difficulties. It covers three main components of reading: decoding, comprehension, and retention. Decoding involves translating printed words to sounds, comprehension is understanding the text, and retention is keeping or remembering the information read. Some common reading difficulties include dyslexia, vocabulary issues, memory problems, attention problems, and difficulties with decoding, comprehension, or retention.
Lesson Plan for Teaching Productive Skills
The document provides a lesson plan for teaching writing to 2nd year high school students about animals. The lesson plan includes objectives to understand report text structure and write a report. Techniques include creative writing and printed text/powerpoint. The plan has opening, introduction, exploration, elaboration, confirmation and closing stages. Students will analyze example reports, write their own in groups, and present their work. The teacher will provide feedback and a summary.
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This document provides information about the Chinese Studies curriculum for grades 8-10 at CDNIS for the 2012-2013 school year. It outlines the goals of developing responsible global citizens and leaders through academic excellence. Key learning topics are presented from the textbook and supplementary materials, including daily oral practice, character recognition, reading comprehension, and basic writing skills. Assessment criteria and examples are described for oral communication, writing, and reading comprehension evaluations. Support for students is available through revision sessions and encouraging speaking practice at home with parental involvement in learning. The teacher looks forward to a successful year of Chinese language education.
Chapter 9, Productive skills: speaking and writing
This document discusses approaches to teaching speaking and writing skills in the classroom. It emphasizes creating a safe environment where students are motivated and encouraged to practice speaking. Communicative activities should involve meaningful exchanges to practice language. Role plays and real-life scenarios can offer practice for specific grammar and functions. When focusing on fluency, teachers should avoid interrupting to correct accuracy. Different speaking contexts require different genres. When teaching writing, copying exercises may help learners but not make them better writers. Teachers should encourage students to follow a preparation process for writing assignments and provide feedback that is helpful, not discouraging.
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The document provides an overview of two professional learning days focused on the English K-10 Syllabus. On day one, the agenda included an overview of the English syllabus, learning continuum, comprehension strategies, vocabulary development, and demonstrations of assessment for learning (AL) lessons. Teachers were asked to summarize the stage statements in 66 words. On day two, the agenda covered recommended resources for the new syllabus, text requirements, choosing appropriate texts, and how to plan a unit of work with demonstrations from Jess and Gayle. The document provides information about the content and activities covered during the two professional development days for teachers on the new English syllabus.
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The document discusses various reading skills and subskills, including word recognition, reading comprehension, and word identification. It then outlines Grace Godell's 16-step reading skills ladder, which progresses from basic sight words to using reference materials and online resources. Each step is then defined in more detail, covering topics like contextual clues, vocabulary building, identifying the main idea and supporting details, drawing conclusions, and using different parts of books like the table of contents and index. The overall document provides an overview of important reading skills and how they build upon one another to improve comprehension.
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The document outlines learning outcomes and objectives for English and writing courses at different levels (M3, M5, M6). The objectives are consistent across levels and include: 1) using technology to develop English literacy skills, 2) communicating in English in real and simulated situations, and 3) achieving various writing outcomes such as using the writing process, writing paragraphs and essays, and writing on personal, everyday, and social topics.
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This document discusses reading and writing skills. It defines reading as decoding symbols to derive meaning from text, and identifies three components of reading: decoding, comprehension, and retention. It describes two types of reading - extensive and intensive. Writing is defined as arranging symbols according to conventions to form words and sentences. The importance of writing is discussed. The roles of a reading teacher and strategies to improve students' reading and writing are outlined.
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This document outlines the agenda and goals for a pupil free day focused on improving reading comprehension at Plympton Primary School. The goals are to:
1. Analyze current reading level data to understand student strengths and weaknesses. Teachers will work in pairs to assess comprehension by year level.
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The document provides a lesson plan for teaching writing to 2nd year high school students about animals. The lesson plan includes objectives to understand report text structure and write a report. Techniques include creative writing and printed text/powerpoint. The plan has opening, introduction, exploration, elaboration, confirmation and closing stages. Students will analyze example reports, write their own in groups, and present their work. The teacher will provide feedback and a summary.
G8 mfl c night info 2012-2013
This document provides information about the Chinese Studies curriculum for grades 8-10 at CDNIS for the 2012-2013 school year. It outlines the goals of developing responsible global citizens and leaders through academic excellence. Key learning topics are presented from the textbook and supplementary materials, including daily oral practice, character recognition, reading comprehension, and basic writing skills. Assessment criteria and examples are described for oral communication, writing, and reading comprehension evaluations. Support for students is available through revision sessions and encouraging speaking practice at home with parental involvement in learning. The teacher looks forward to a successful year of Chinese language education.
Chapter 9, Productive skills: speaking and writing
This document discusses approaches to teaching speaking and writing skills in the classroom. It emphasizes creating a safe environment where students are motivated and encouraged to practice speaking. Communicative activities should involve meaningful exchanges to practice language. Role plays and real-life scenarios can offer practice for specific grammar and functions. When focusing on fluency, teachers should avoid interrupting to correct accuracy. Different speaking contexts require different genres. When teaching writing, copying exercises may help learners but not make them better writers. Teachers should encourage students to follow a preparation process for writing assignments and provide feedback that is helpful, not discouraging.
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The document provides an overview of two professional learning days focused on the English K-10 Syllabus. On day one, the agenda included an overview of the English syllabus, learning continuum, comprehension strategies, vocabulary development, and demonstrations of assessment for learning (AL) lessons. Teachers were asked to summarize the stage statements in 66 words. On day two, the agenda covered recommended resources for the new syllabus, text requirements, choosing appropriate texts, and how to plan a unit of work with demonstrations from Jess and Gayle. The document provides information about the content and activities covered during the two professional development days for teachers on the new English syllabus.
What Classroom Practices Best Promote ELLs Writing Development?
This document discusses strategies for promoting writing development for English language learners (ELLs) in kindergarten. It describes the student population which includes one ELL student who is Korean and new to the US. It poses essential questions about involving all students in supporting ELL oral language development and whether ELL students should learn letter-sound relationships before communicating in English. It then describes four strategies: 1) supporting oral language development through peer interaction, 2) teaching phonemic awareness using activities like "Turtle Talk", 3) integrating technology to engage students and support organization, vocabulary, and fluency, and 4) using ongoing assessment like portfolios to provide continuous feedback on student growth and tailor instruction. Standards for each strategy from N
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This document outlines the major stages of reading skills development: reading readiness, beginning reading, and independent reading. It describes the foundational skills developed at each stage, including print awareness, phonemic awareness, phonics, vocabulary, fluency, and comprehension. Print awareness involves understanding how books work and that words are made up of letters. Phonemic awareness is recognizing that words are made of sounds. Phonics teaches the relationship between sounds and letters. Vocabulary and fluency are important for accurate and quick reading. Comprehension is the goal and involves understanding what is read.
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This document discusses various strategies for reading instruction including graphic organizers, vocabulary building, journals, KWL charts, and the SQ3R reading method. Graphic organizers like story pyramids, Venn diagrams, and cause-and-effect diagrams can help structure information from stories. Building vocabulary through activities like word unscrambling, analogies, and understanding prefixes and roots is also discussed. Keeping journals allows students to reflect on stories and assess their progress. The KWL chart organizes what students already know, want to learn, and learned about a topic. Finally, the SQ3R reading method involves surveying, questioning, reading, reciting and reviewing content.
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This document discusses strategies to promote writing development for English language learners (ELLs) in 4th grade. It recommends using graphic organizers, modeling exemplary writing, using rubrics, and portfolio assessment. Graphic organizers can help ELLs brainstorm ideas and understand vocabulary. Modeling involves demonstrating the writing process. Rubrics clarify expectations. Portfolios allow students and teachers to track progress over time. Essential questions encourage higher-order thinking. The strategies connect to state, national, and technology standards.
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This document discusses the subskills of reading in English and the importance of oral and silent reading. It outlines that reading involves both mechanical and mental activities like word recognition and comprehension. The key subskills of reading are recognizing words and phrases, developing silent reading habits, reading with speed and comprehension, and reading aloud with proper pronunciation. The document distinguishes between oral and silent reading and explains their importance. Oral reading is important for learning to read, recognition of words, and developing expression. Silent reading is more useful for independent reading, mastery of language, comprehension, and saving time. Both oral and silent reading are important for different reasons.
Sample learning plan in English 1
The document summarizes a sample learning plan for teaching the basic features and elements of narrative to English students. It outlines the desired learning outcomes, assessments, lesson plan, and resources used. The goal is for students to understand that narratives provide insights into a culture's ideas, feelings, and values, and to learn to proficiently write and illustrate their own narrative.
Reading as skill
The document discusses various reading skills and subskills, including word recognition, reading comprehension, and word identification. It then outlines Grace Godell's 16-step reading skills ladder, which progresses from basic sight words to using reference materials and online resources. Each step is then defined in more detail, covering topics like contextual clues, vocabulary building, identifying the main idea and supporting details, drawing conclusions, and using different parts of books like the table of contents and index. The overall document provides an overview of important reading skills and how they build upon one another to improve comprehension.
Grace goodell's
The document describes Grace Goodell's Reading Skills Ladder, which outlines 16 reading skills in a progression. It starts with basic sight words and progresses to more advanced skills like using reference books, borrowing library books, reading from the internet, and exposure to reading from mass media. The document provides details on sight words, including what they are, examples from the Dolch word list, and Ehri's four phases of sight word development. It also explains phonetic analysis and provides examples of phonetic classifications.
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The document discusses different types of reading and strategies to improve reading skills. It outlines various reading types like skimming, scanning, intensive and extensive reading. Skimming is reading quickly to get the general idea while scanning is reading quickly to find specific information. Intensive reading requires understanding the whole text while extensive reading is for pleasure. The document also lists reading strategies such as predicting, visualizing, asking questions, making connections, identifying details and evaluating the text. It notes that slow readers read less than 100 words per minute and provides tips for improving reading like not reading word by word and reducing stopping time.
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This document discusses strategies to support an English as a Second Language (ESL) student in writing development. It describes the student's background and grade level. It then outlines essential questions about best practices for grammar instruction and assessing student progress. Several strategies are proposed, including modeling the writing process, teaching grammar within writing contexts, using recursive writing processes, developing oral language through teacher talk, and creating word lists. Standards addressed focus on reading, language, and digital literacy skills. Formative assessments mentioned include portfolios, observations, peer assessments, and questioning.
Pstti enhancing reading skills to a preschooler
The document discusses ways to enhance reading skills in pre-schoolers. It notes that pre-school is a critical learning period, so reading skills should be developed. Some challenges pre-schoolers face with reading include seeing letters and numbers as alike and finding reading boring. The document recommends activities like using flashcards to learn letter sounds, reading aloud together, sequencing stories, and visiting the library to develop interest and skills. The goal is to make reading an enjoyable habit for children at this age.
Learning Outcomes / Objectives
The document outlines learning outcomes and objectives for English and writing courses at different levels (M3, M5, M6). The objectives are consistent across levels and include: 1) using technology to develop English literacy skills, 2) communicating in English in real and simulated situations, and 3) achieving various writing outcomes such as using the writing process, writing paragraphs and essays, and writing on personal, everyday, and social topics.
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This document discusses reading and writing skills. It defines reading as decoding symbols to derive meaning from text, and identifies three components of reading: decoding, comprehension, and retention. It describes two types of reading - extensive and intensive. Writing is defined as arranging symbols according to conventions to form words and sentences. The importance of writing is discussed. The roles of a reading teacher and strategies to improve students' reading and writing are outlined.
PPPM BAHASA INGGERIS TINGKATAN 2
This document provides guidelines for the English language curriculum for Malaysian students in Form 2 (equivalent to 8th grade). It outlines the aims, objectives, assessment bands, and descriptors for listening, speaking, reading and writing skills. The aims are to extend students' English proficiency for everyday use, knowledge acquisition, and future career needs. By the end of Form 2, students should be able to engage in basic conversations, obtain information from texts, and appreciate literature. Their language skills are assessed on a 1 to 6 band scale based on comprehension, vocabulary, and language use.
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This document outlines the agenda and goals for a pupil free day focused on improving reading comprehension at Plympton Primary School. The goals are to:
1. Analyze current reading level data to understand student strengths and weaknesses. Teachers will work in pairs to assess comprehension by year level.
2. Learn about the Australian curriculum standards and how to differentiate instruction based on descriptive scales that identify student reading levels. Teachers will identify support structures needed for students at different levels.
3. Create a plan of action for improving comprehension that includes setting SMART goals and using shortlisted books from Book Week to explicitly teach strategies aligned with student needs.
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The document discusses task-based language teaching and project work. It describes tasks as activities that use students' available language to solve problems or share experiences. Tasks provide opportunities for negotiation of meaning. The document then outlines a 12-week project where students work in groups to choose a topic, design a questionnaire, collect and analyze data, and present their findings. The project aims to provide authentic language use and motivation while developing students' questioning, presentation, and collaboration skills.
Literacy
This document discusses effective strategies for teaching literacy skills including reading, writing, and mathematics to students with disabilities. It outlines research-based components of reading instruction including phonological awareness, phonics, fluency, vocabulary, and comprehension. Specific technologies are presented that can support students in developing these skills, such as text-to-speech, speech recognition, and digital planning tools. Effective elements of writing instruction are also summarized, along with technologies that can aid the writing process from pre-writing to publishing. The document concludes by noting the broad nature of mathematics instruction and importance of positive behavior supports and Universal Design for Learning.
Tm london presentation on teacher talk
This document discusses the importance of teacher talk and provides strategies for using talk to: 1) give explanations to help student understanding, 2) model academic language, and 3) ask questions that develop critical thinking. Specific techniques are outlined, such as starting and ending explanations with the main point, using analogies to illustrate concepts, and employing Socratic questioning to challenge students' initial responses. The document also addresses using talk to provide immediate feedback through gallery critiques and referring to specific criteria so students understand how to improve their work.
TM London presentation on teacher talk
Presentation from #TMLondon July 5th 2013 from Debbie Light of @TeacherTweaks discussing quality teacher talk.
Teaching skills writing pp mayo 15 2018
The document discusses several key aspects of the writing process and instruction. It explains that writing requires a set of complex skills and the development of writing involves thinking, drafting, and revising. It describes how the process approach to teaching writing focuses on helping students understand their writing process and allowing time for writing and revising. The final product is the ultimate goal but reaching it involves going through the writing process. The document also discusses contrastive rhetoric, authentic writing activities, the teacher's role, microskills for writing, types of classroom writing, and characteristics of written language.
AT Bootcamp - Literacy
This document discusses literacy instruction and accommodations using assistive technology. It covers the major components of reading including phonological awareness, phonics, fluency, vocabulary and comprehension. For each component, it describes effective instructional strategies and technologies that can support students, such as phonics apps, text-to-speech tools, and digital dictionaries. Writing instruction components and stages are also outlined along with technologies for planning, drafting, revising and publishing. The document concludes by briefly mentioning mathematics instruction and learning management strategies.
ale and ail words
This document outlines a lesson plan to teach students about rhyming word pairs that have different meanings, specifically the words "ale" and "ail".
The lesson begins with reviewing rhyming words taught earlier related to "ale". Students will then create lists in their journals labeling one side for "ale" words and one side for "ail" words. The teacher will work with students to identify words that fit each category and provide definitions.
To close the lesson, the teacher will have students explain what they have learned and revisit these words the next day. The teacher reflects that a few words were mixed up during the initial lesson and those will be retaught before moving on to the next set of rhyming word
Contextualizing language
This document discusses contextualizing language instruction by using effective tasks. It defines contextualization as the meaningful use of language for real communicative purposes. Three benefits of contextualizing are outlined: 1) it actively involves learners, 2) combines content and context using authentic materials, and 3) helps students understand how language is used in real contexts. Several characteristics of contextualized learning are described, such as working with real situations and integrating new knowledge. Various activities are provided as examples and benefits to students include increased motivation, responsibility for learning, and application of language to real life. A range of authentic materials that can be used are also listed.
Week 4.docx
- The document is a daily lesson log for an English class at Patrocino National High School for the week of September 12-16, 2022.
- The lesson objectives for the week include reading comprehension, listening skills, identifying genres, basic paragraph features, stress patterns in reading, and subject-verb agreement.
- The lessons cover content such as a Philippine hero tale, line graphs, rate of speech, idiomatic expressions, and subject-verb agreement.
- Learning activities and assessments are outlined step-by-step for each day, including class discussions, readings, examples, and exercises to practice and evaluate comprehension.
Developing Vocabulary and Concepts
This document discusses vocabulary development and strategies for teaching vocabulary. It defines general, specialized, and technical vocabulary. It also discusses the importance of concepts and experiences in developing word knowledge. Several vocabulary strategies are described, including graphic organizers, word walls, word sorts, word exploration, and dictionary skills. Context clues, word structure analysis, and the use of dictionaries to determine word meanings are also covered.
Writing
The document discusses various aspects of the writing process including the stages of writing (prewriting, drafting, revising, editing, and publishing), levels of support a teacher can provide, approaches to writing instruction (writing workshop and thematic), strategies writers use, skills writers need, strategies for informal writing, and common writing genres.
Writing strategy
Students progress through developmental levels in their writing strategies from emergent writing to more advanced skills. The document provides progression points and indicators of progress for writing strategy from 0.5 to level 3. It describes the developing abilities around planning, drafting, editing and publishing writing at each level.
Don quixote free time- Unidad para A1
This document provides a unit plan for a 6th grade Spanish language acquisition unit titled "Don Quixote free time" that is 5 weeks long. The unit focuses on using excerpts from Don Quixote to learn about Spanish culture and practice language skills. Students will work in groups to dub a portion of the text, requiring them to negotiate roles and scripts. They will provide peer feedback and self-assess their learning progress. The unit utilizes problem-based learning and multimedia to develop students' speaking, listening, reading and writing abilities in Spanish according to their proficiency level.
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Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Class newsletter
- 1. The benefits of this unit are to give students a greater understanding and appreciation for language, teach students how to communicate better, and allow creative processes through Questions writing. Essential: Why is language Project- based learning important? allows students to work Content: What is grammar? What is punctuation? together by using different Unit: When is a question mark ideas and technology to necessary? When is a comma discover better ways to necessary? Why is proper understand new topics. I Standards: Exhibit vocabulary skills, punctuation a necessity including explaining simple common will use project-based Roles antonyms and synonyms and using descriptive words. Also, demonstrate learning to introduce a fun Teacher: Communicate the correct use of question marks and snack to the children and importance of correct punctuation capitalization of holidays, months, days relate the story to creating and grammar. Encourage students of the weeks, and names in written a new story with proper to express themselves. expression. Parent: Help student comprehend Objectives: Students will answer punctuation and grammar. significance of proper grammar in questions and check spelling with a different aspects. dictionary. Students will also use new Student: Pay attention to the details words from their readings. Students will given in the story and the lesson. use commas in writing and Learn how to articulate and write abbreviations. Students will also use using different emotions. apostrophes in possessive terms and contractions. Students will use exclamation points at the end of sentences to show emotion.