Reem Hisham

Mariam Khalifa

H00250869
H00297763

12B4EPR01

Practical Skills
Assessment
"Mini Lesson"

Reem Hisham
Mariam Khalifa

H0025086
H00297763

10thFeb 2016

EPR 2603

Reem Hisham
Mariam Khalifa

H00250869
H00297763

12B4EPR01

Rational
Introduction
we start the lesson with the day and date and tell the
student's the objective of the lesson to keep the class
organized, to keep the student's awareness about what
they will do today, To encourage students to participate in
.the class and To engage students to the lesson
Engagement:
We make the hat box to let the students identify different kinds of
hat's , to understand what they already know and to identify the
.colors
:Open ended questions
We ask the student's open ended questions to let the student's
.express their feeling motives and ideas
:Scaffolding
We use scaffolding to test the student's prior knowledge and teach
them new concepts like (The hat's do not have the same shape and
.do not have the same color)
.Learning center: the learning center in this activity is group
:Learning style
visual-1
Aural -2
verbal-3

Transition
After the (Hat box) activity, we remind students the story rules to
make sure that all students listen to the story and get chance to
.participate

EPR 2603

Reem Hisham
Mariam Khalifa

H00250869
H00297763

12B4EPR01

Building knowledge
We shows children the cover of the story to engage the students to
the story and to understand the concept of print we use the stick to
point the word and to let the student's know where we start the
reading that we start from left to right, we show the students that
the book have a front cover and back cover and the book has an
.author
We ask the students open ended questions: ask the student's what
.they can see in the picture
The concept of print in the story: we let the student to read the title
of the story to let him know where to start that we start from left to
.right and we show the student's the name of the author
Learning style: reading aloud.
Learning centre: In Group (Guided Reading)

Building knowledge (while the story)

We start to read the student's the story we ask questions while
reading the story we use the pointing method to understand the
story and to keep the student's engage to the story , HFW : the
.story has many High Frequency Words
.Learning canter: Guided reading
:Learning style
Verbal-1
Visual-2

EPR 2603

Reem Hisham
Mariam Khalifa

H00250869
H00297763

12B4EPR01

Reading Approach
we chose reading aloud strategy in which a teacher sets aside time
to read orally to students on a consistent basis from texts, it's
important to read aloud to children of all ages because reading
aloud give children background knowledge, which helps them make
sense of what they see, hear, and read. Reading aloud lets parents
and teachers be role models for reading, Reading aloud lets children
use their imaginations to explore people, places, times and events
beyond their own experiences, Reading aloud supports the
development of thinking skills as children and adult discuss books
.and It most important activity leading to language development

:Reading Aloud with EFL

Reading aloud is particularly important for EFL (English Foreign
.Language) learners at the early stage of learning
White (1982) believes that who points tentatively to potential
benefit, In the early stages of learning to read, it may be helpful for
the teacher to read the passage aloud to the class while the pupils
.follow the text in their book,HFW words enhance EFL

Transition
After the story we ask the students some quastions to make the
.sure that the students understand the story
:Activities
We model the activity to the students, to make sure that the
students understand the activity, after we model the activity we tell
the student's what they what the teacher look for and we give them
.time to finish their work

EPR 2603

Reem Hisham
Mariam Khalifa

H00250869
H00297763

12B4EPR01

Transformation
During the activity the teacher observe the student and manage the
time, the learning style in this activity is physical (let the student
use his hand to hold the paper and to use the scissors), the learning
.center is individual

Transition
We make three different worksheet to differentiate the ability in the
.classroom all the student's will have the same questions
Low level: the students have to make circle on the correct answer to
.match the student's abilities
Mid-level: the students have to write the correct answer from the
.word box
High level: we let the students to write a sentence, to make
.challenge to high level student
Why we do this activity: To get the students to feel like the
.bear and Start asking about their hat
Then we give the students 1 minute to finish their work to
keep the students awareness about what the teacher need
.and to make sure that the students understand the story

Reflection on the worksheet:

*what color is your hat?
(To describe their own hats)
*Where did you lose your hat?
-To ask and answer questions
-To reflect on the lesson
-To chick student's work
-To connect the lesson with student real life.
Learning center: pairs

EPR 2603

Reem Hisham
Mariam Khalifa

H00250869
H00297763

12B4EPR01

Learning style: verbal / visual / social /physical.

Bibliography
Beltchenko, L. (2011). THE COMPONENTS OF EFFECTIVE READ ALOUDS.
Retrieved Febrauary 7, 2016, from components effective read
alouds: www.d118.org/district/curriculum/initiatives/componentseffective-read-alouds.pdf
Amer, A. A. (1997). The effect of the teachers reading aloud on the

.reading comprehension of EFL students. ELT Journal

Beltchenko, L. (2011). THE COMPONENTS OF EFFECTIVE READ ALOUDS.
Retrieved from http://
www.d118.org/district/curriculum/initiatives/components-effective-readalouds.pdf
k12reader. (2014). Benefits of Teaching Sight Words K12Reader 300x250
Retrieved from k12reader: Article Detail Top .

/words

http://www.k12reader.com/six-benefits-of-teaching-sight-

k12reader. (2015). The Read Aloud Component of Balanced Literacy

from http://www.k12reader.com/the-read-aloudInstruction. Retrieved

/instruction component-of-balanced-literacyMcLeod, S. (2014). Lev Vygotsky. Retrieved from Simply Psychology: http://
www.simplypsychology.org/vygotsky.html
The National Association for the Education of Young Children. (2013).
Children of All Ages. Retrieved from The National
Reading Aloud with
Children:
Association for the Education of Young
https://www.naeyc.org/files/yc/file/200303/ReadingAloud.pdf

EPR 2603

Reem Hisham
Mariam Khalifa

H00250869
H00297763

12B4EPR01

Winsler, A., & Berk, L. (1995). Scaffolding Children's Learning: Vygotsky

Education. National Association for the
and Early Childhood

.Education of Young Children

EPR 2603