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Learning Activity SG 2
Learning Activity SG 2
I. Listed are the strategies for fluency. Give brief description of each strategy.
Fluency activities are the task given to the students in order to practice the reading and speaking
skills. However, reading fluency usually involves comprehension, speed, accuracy, and prosody
(reading with expression).
I can help them through representing some words with a correct spelling, pronunciation, and
meaning. Flashcards may help to exercise their fluency through reading words written in the
flashcards.
Comprehension
Speed
Accuracy
Prosody
The first step to improve speaking fluency is the basic which is reading basic words. You will start
at the basic; it’s just like a “Simple to Complex” process of practice. However, all the things that
you have learned through reading are you may apply it into speaking. Having a good and fluency
speaking is come from a mastered practice of reading.
Fluency of speaking
Fluency of reading
In this activity, the teacher chooses a word and displays it for the class on a whiteboard, etc.
Students read the word and then think of words that come to mind when they see that word (this is
awesome because it activates prior learning).
A list is created of all of the words that come to mind, and then those words are categorized.
Students then create a “map” using a graphic organizer and discuss it. Additional or substitute categories
can be suggested.
As students read through the text, they can add related words to the map.
Give students a list of words to search for in a text or have them find unfamiliar words.
You can award points to the words based on different criteria (longest new word, word with most
consonants, etc.).
Invest in a set of inexpensive dollar store magnifying glasses to make this more game-like.
Students show their understanding of vocabulary by saying the word when it applies, or remaining silent
when it doesn’t.
For example: “Say radiant if any of these things would make someone look radiant.”
-Winning a million dollars.
-Earning a gold medal.
-Walking to the post office.
-Cleaning your room.
-Having a picture you painted hung in the school library.
Use a Harry Potter theme to have students sort words into categories. They can pull them out of a hat.
If you give them the categories, it’s called a “closed sort.” If they come up with their own categories, it’s
called “open sort.”
IDEA #5: Word Pairs
Give students words in pairs and have them evaluate if the words are the same, opposite, go together, or
are unrelated.
This strategy is terrific for building critical thinking skills along with the vocabulary.
In this strategy, students use a graphic organizer that is a rectangle, three ovals, and then another
rectangle, all in a line.
The rectangle on the far right is filled in with a word that is the opposite.
The center three ovals are filled in with words that go from the far left to the far right, gradually become
less similar until they reach the opposite.
Many “real” games work well for vocab play and practice. Games such
as Balderdash, Taboo, Scrabble, Blurt, Bananagrams, word bingo, and others are fun.
Have a word scavenger hunt in books, magazines, articles on the net, or in the school or home.
Don’t just go for numbers; go for unusual words, academic vocabulary, weird spellings, homophones, etc.
Copy and paste this image onto a sheet of cardstock and make a vocab spinner
game. EisforExplore shares the whole idea here.
IDEA #10: Vocabulary Photo Album
Using a simple, inexpensive photo album, students create a visual glossary of key words.
Mark whenever the teacher says the word in context, and mark twice when a student does.
Alternatively, you can have the tally marks are even, but play the teacher versus the class.
Print out words on one set of cards (copy this set a few times) and definitions, context, or sentences in
which they could be used (fill-in-the-blank) on another set (just one set).
Jumble up the words in a pile in the middle of the floor, and jumble up the definitions, context, and
sentences to keep with you. Break students into teams of five-ish.
Call out the definition/context/sentence and give students some think time (8 – 10 seconds) to talk about
what word it might be.
After the discussion time, call out “Word!” One member from each team runs to the center and tries to
find the word in the pile.
I like having multiple sets of the words so more than one team can get it.
Check to make sure they’re correct, and then discuss it briefly before the next round.
Note: I got this idea from another teacher’s site, but I cannot for the life of me remember where. I have
searched Google for it, and can’t find it. A small prize to the person who can figure out the originator of
the idea!
This is a different relay activity than the one above, even though the names are so similar.
In this version, teams of students race to fill in words responsive to a category that start with the letters of
the alphabet in order.
This can be done individually, in groups, or even as a whole class. It’s also a good one for both digital
I got the idea for using comic strips from This Reading Mama.
I loved it so much that I started making them like crazy. It turns out that they let me get a clear glimpse
into how well the students had mastered the word.
I love this inexpensive matching game from Finding Joy in Fifth Grade, and I think students could create
it themselves.
Students hold a word on a card in front of their foreheads. The students don’t know what words they
have.
Students ask each other a series of questions to determine the meaning of their word. Or, students can
give students clues to the person with the word to help that person guess the word.
Word Sneak is a game invented by Jimmy Fallon that he plays with guests on the Tonight Show.
In the game, Jimmy and the guest each get a stack of cards with words on them that they have to work
into the conversation naturally (without sounding forced or stilted).
The Frayer Model is an oldie-but-goodie vocab activity model in which student work in multiple ways in
a specifically laid out graphic organizer to engage with words.
It includes downloads and printables and digital versions, as well as exactly how (and why) to use this
strategy.
Have students create a “tweet” that a word would send out or with the word in the tweet in context.
Ask small groups of students to preview sections of a text and identify difficult words.
Students place a Post-it next to the words in the text they identify as potentially difficult.
After identifying the words, the group goes back and uses context clues to hypothesize what the words
might mean.
Clues of substitution: A known word would make sense in the context and is probably a good definition.
Clues of definition: The word is defined in the text (many textbooks do this).
Clues of opposition: Words “not, unlike” etc. are excellent clues to what a word is not and thus help
define the words.
After the Brain Power Words list is identified and definitions sought, the students check their work with
the teacher.
A concept cube is a pattern that is printed on paper or cardstock, cut out, folded, and taped into a three-
dimensional cube.
Students write, type, or draw on the pattern prior to assembling the cube, and then they “play” with the
cube to explore concepts.
Depending upon the way you choose to use it, they can be similar to a three-dimensional Frayer model.
You can print out a blank cube and have students print the responses below, or complete it online and
then print it out.
Before folding, students write clearly in each square following the directions below.
Each student is given one challenging vocabulary word from a recent reading and asked to:
Write the assigned vocabulary word in one square.
Write a synonym (word or phrase) in another square.
Write an antonym (word or phrase) in another square.
Write a category or categories it could belong to.
Write the essential characteristics of the concept of this word.
Give one example.
Roll the cube and read what comes up on the “top”; the student must tell the relationship of that word
or phrase to the original word. After students know their own cube without any errors, they exchange with
a peer.
The beauty of this is that you can search by grade level and subject, so you can focus on what you’re
studying. A caveat to this is that if you create something grade level or content specific, you can share it
with other teachers, too
I can show vocabulary in classroom by using any varieties of activities. Which urge them to have
interest vocabulary.
Charades
Puzzles
Hot potato
Crossword Puzzles
V. Write a summary using K-W-L that captures the main idea and the key details of the General
Strategies for Reading Comprehension.
K W L
1. Creating a 1. Creating a
Word Map Word Map
2. Music for
Memorizatio
n
3. Root
Analysis
4. Personalized
Lists
5. Use Context
Clues
Student Led learning encourages greater anatomy and helps ease students transitions from the
classroom to life after school. It steps away from the outdated one-sized-fits-all models and
embraces the personalized learning ethos by helping students discover their own potential;
encouraging learning through trial and error and reducing the negative connotations. Imbude with
mistakes’; developing independent critical thinking and problem solving skills; and increasing
engagement in the classroom
Cooperative learning is defined as students working together to “attain group goals that cannot be
obtained by working alone or competitively” (Johnson, Johnson, & Holubec, 1986). Cooperative
learning involves students working together to accomplish shared goals, and it is this sense of
interdependence that motivate group members to help and support each other. When students
work cooperatively they learn to listen to what others have to say, give and receive help, reconcile
differences, and resolve problems democratically.
Jigsaw – students are placed into “Home Groups” and “Expert Groups” and are assigned a
different topic within the same general topic. Students work on researching their topics with
others who have the same topic (their expert group) and then return back to their home group to
teach them about their topic. Together, all pieces come together to form a complete product.
Think-Pair-Share -also called Turn and Talk. Teachers possess a question to the group, and each
student has a minute or two to think about the question. Then, they turn and discuss with
someone sitting next to them, and then share with the whole class.
To round Robin- students are sitting with groups (3-4 students), and their teacher asks them a
question or gives them a problem to solve. The question or problems are deliberating chosen, in
that there are multiple ways to solve the problem and multiple points to discussion. Students in
their groups take turn answer and sharing the ideas with each other, working together to come up
with an answer that they all agree on.
I can teach cooperative learning through group activities. From these activities, they were able to
learn and enjoy as well. It is better to teach a certain topic knowing that they are helping each
other within the given tasks or activities.
It refers to a broad range of empirically validated teaching methods which emphasize (a) deeply
engaging students and (b) giving students with opportunities to authentically learn by
collaborating with their peers.” Inquiry-based learning focus on student’s decision on what they
want to learn about a particular subject and have them time to ask questions about things they
aren’t familiar with.
Inquiry based learning is evident in classroom by developing the social interaction of the students.
However, inquiry based learning is giving them the chance to learn with classmates or peers.
In a true inquiry lesson, there is a back and forth flow of knowledge between teacher and
students. It begins when the teacher possess an idea or concept and then asks targeted
questions. This leads to students sharing their ideas and asking additional questions. Next, the
teacher responds with additional-taught provoking questions that encourage student to
investigate on their own and analyze their findings. And finally, students build on their knowledge
a different new explanations and understandings based on evidence they collect through their
investigations
Confirmation Inquiry – you give students a question, its answer and method of reaching this
answer. Their goal is to build investigation and critical thinking skills learning how the specific
method works.
Structured Inquiry – you give students an open question and an investigation method. They must
use the method to craft an evidence backed conclusion
Guided Inquiry – you give students an open question. Typically in groups, they design
investigation methods to reach a conclusion
Open Inquiry- you give students time and support. They pose original questions that they
investigate through their own methods and eventually present their result to discuss and expand.
8. What is the role of the teacher in inquiry based learning? What are examples of inquiry?
The role of teacher in inquiry based learning is critical, but the role is different from that for which
most teachers have been prepared. The teacher becomes the leader of the learning, or facilitator
of the learning process. There are five examples of inquiry: (a) inquiry planning (b) information
retrieving (c) project processing (d) creativity skills (e) projects sharing.
Concept connection
Visualization
Getting the big picture
Problem Solving
Questioning
Idea generation
Analytical thinking
Practical thinking/ application
Synthesizing or Creative Thinking
Higher Order Thinking Skills is a new concept of education reform based on the Taxonomies
Blooms. The concept concentrate on student understanding in learning process based on their
own methods. Through the HOTS questions are able to train students to think creatively, critic
and innovative.
Remembering- it includes recognizing and recalling (describes what happen when _____.)
Understanding- interprets a exemplifying and classifying, summarizing, inferring, comparing,
explaining (how would you clarify the meaning of _____?)
Applying- it includes executing and implementing (how would you develop ____?)
Analysing – refers to differencing, organizing attributing (discuss the pros and cons.)
Evaluating- includes checking and critiquing (what changes would you make to re _____?)
Creating- generating, planning and producing (determine the value of _____.)
The term creative learning covers lifelong learning and applies to a range of settings- anywhere
were learning takes place- In and out of formal. Creative learning is the process of acquiring
knowledge and abilities using creative process. In other words, creating theories, tests, stories,
solutions, analysis and designs as opposed to simply trying to memorize information.
The right mix of creativity along with curriculum ups students to be innovative and alaso
encourages them to learn new things. Students can grow up as good communicators in addition
to improving their emotional and social skills.
A creative person sees everything with a new perspective and uses his/her creativity to show his
perspective to other people in an attractive way. Creative learning on the other hand is a
process of acquiring knowledge and abilities in a creative way.
Education enhances creative ability, period. Creation itself is the highest form of learning, and
understanding that fact will change how we approach discovery and education in daily life. We
should not be too rushed, too focused on creation
I. Objectives
At the end of the lesson, the Grade 7 students will able to:
II. Content
Critical thinking
Self-confidence
Cooperation
Determination
No one, Sir.
(clap hands)
(starting guessing)
C. Presentation
E. Generalization
These are called integers. It is a positive
and negative whole number or it’s exact
opposites.
It is above zero.
In subtraction, this rule is the same with
addition. In multiplication and division, they
also have the same rules. If both positive is
being multiplied and divided, the answer
is?
F. Application
(after 10 minutes)
1. -8 + 20 =
2. 90 - 105 =
3. 50/-5 =
4. 6*10 =
5. -7*-300 =
6. -100/10 =
7. -5 + -2 =
8. -2 - 4 =
9. 0*-2 =
10. 34*-12 =
H. Assignment
1. ___ * - 40 = 80
2. 6 - ___ = -28
3. 45 / -9 = ___
4. -9 * -367 = ___
5. -2 + ___ = -78
Yes, Sir.
LEARNING ACTIVITY 2
Discover: https://www.valamis.com/hub/collaborative-learning
While having to organize, assign, and teach, they are learning how to manage
both themselves and others while leading in a productive fashion.
This reduces the need for formal training while encouraging employees to
continually up-skill in known concepts and engage with new concepts.
Studies have shown that utilizing collaborative learning may lead to increased
involvement and better retention of knowledge.
Employees that are given the opportunity to learn new skills tend to be more
satisfied in their work, and are less likely to seek out other opportunities.
Satisfied employees are more productive and will engage in their work, leading to
increased efficiency and output.
Bring together various teams and present them with a problem to solve.
This might be how to develop a new feature for a product, what changes should be
actioned on an existing software, or instituting a new training program.
Outline what results you would like to see in broad terms, then let the teams work.
At the end, the teams will present what they have developed, justify their choices, and
outline their plans to accomplish the task.
Have departmental teams create a presentation that teaches their work to the other
departments.
They should present the work that they do, the problems that they solve, and present
some ongoing concepts that they are working on.
Other departments will participate in a question and answer session, giving the benefit
of their experience to help solve ongoing issues while also learning more about how the
organisation works as a whole.
While both Piaget and Vygotsky agreed that cognitive development comes in
stages and has roots in both nature and nurture, they differed on some key points.
1. Piaget believed that a child drives their own cognitive development, as children have an
innate tendency to adapt to new experiences, whereas Vygotsky believed that social
interaction is what drives the cognitive development of children.
2. Piaget thought that children learn best when allowed to use self-discovery and active
learning, and Vygotsky thought that instruction and guidance were key to a child’s
learning.
3. Vygotsky also posited that different cultures and periods of time have an impact on
cognitive development, while Piaget thought that it was the same universally.
4. Piaget also thought that, while the stages of development are more or less set, children
will only proceed to learning when they are ready, and Vygotsky believed that
development could be accelerated by using the zone of proximal development and
more knowledgeable others.
An essential difference is that Piaget thought that the result of cognitive development
was language; Vygotsky thought that language was the key to cognitive development.
There is evidence that a child being exposed to guide learning within Vygotsky’s
Zone of Proximal Development shows greater understanding than a child learning
alone within Piaget’s discovery learning framework, according to a study conducted
in 1990 by Freund.