English paper help

Ask your students to write a story based on the new information that they learn from their research investigation.

Have your students perform a psychodrama based on the characters in the story. Assign roles, and let the students make up dialogue and action as they go. Once the psychodrama is well under way, stop the action, shift the roles to other actors, and continue. Stop, switch, and restart the action as long as interest remains high. Allow everyone to have the fun of being the character they want to be.

Brief Description Use a classroom library to encourage independent reading and share ideas for evaluating that reading. Objective To provide suggestions on setting up a classroom library. To provide ways for evaluating independent reading. Procedure Classroom libraries ought to include books on diverse reading levels and on various stimulating topics. Set up a location away from the main traffic lanes, and arrange the books under appropriate headings such as animals, sports, people, etc. Books authored by students may be added to the collection. After reading a book, each student will fill out a card about the book including such information as what the book is about and whether they liked it or not. As other students read the book, they may choose to discuss the book with others who have read it and filled out cards. Hold a conference with a group of students who have all read the same book. You can use similar questions for conferences with individual students. Your students might invent their own approach to sharing their enjoyment of books they read. For example, they could build a diorama, perform a dramatization, or design a mural. The contents are carefully shrouded in mystery, and may be taken from the closet (or chest) only when you unlock the door (or lid). Objective To arouse the interest of reluctant readers. To give students the personal reward and satisfaction of reading a whole book.

Read all the books in the closet yourself before giving them to your students. Begin with a small number of books, and add a few new titles each year.

Keep the records simple by posting a single sign-up sheet on the inside of the closet door or chest lid.

Encourage discussion and sharing of books with other students who have read them. For example, have students pair up with students who have read the same book to compare favorite passages. Comments Be sure to keep the collection under lock and key in order to foment intrigue and mystery. Unlock it only when students request it, and allow students freely to choose from among the treasure trove of books. National Council for Teachers of English, Urbana, Illinois, 1985. Self-awareness and input from others helps them focus on real experiences and develop confidence in their writing. This activity is most suitable for students in grades two to four. Objective To write about real english paper help english paper help experiences, and to develop confidence by sharing thoughts in a nonjudgmental atmosphere.

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Procedure For this activity, you need pencils and copies of the head silhouette (at the end of this activity). Pass out a copy of the silhouette of a head to each student.

Ask your students to share their responses by reading aloud in pairs or as a whole class, comparing answers. Extension Students can individualize their silhouettes by drawing their own profiles. This activity puts students more at ease with self-expression, and is a good warm-up for a journal-writing session or a creative writing project. Describe some object that you have kept for years because it sparks good memories for you. Name something that you do well, and something else that you are still learning to do. After they have read for a while, the younger students can dictate a story, and the older students can be scribes. Both the older and younger students can read the story. Objective To motivate children to read by encouraging shared reading between older and younger students.

To give older students the opportunity to practice their reading and writing skills. To give younger students individual instruction and attention, and a chance to share the compositions that they are able to conceive but may lack the skills to write. Procedure This activity lends itself to a variety of grade levels, and is ideal when third- and fourth-graders pair up with first- and second-graders.

The entire activity covers two meetings between student pairs. Meeting 1 Have the older students choose a book to read to their partners. Make sure that the students have practiced reading the book first. Send half of your students to the other room while half of the students in that class come english paper help to your room. After the reading session, the students can talk and draw pictures about the story. You will need to guide the older students in the process of soliciting a language- experience story.

The invention of a language-experience story starts with a lively discussion. From the topic(s) in this discussion, the younger student tells the story, using his or her own language, while the older student english paper help writes it down. Have the younger students dictate their stories to the older students who act as amanuenses.

Extension Older students can write and illustrate a poem about a character in the book. Younger students can make puppets and put on a play. Students with common interests, even though they have varying abilities, can tutor and motivate one another. Objective To afford opportunities for students to take part in, and increase motivation through, reading experiences in a variety of heterogenous ability groups. Procedures Group your collection of reading materials according to the interests of your students. Assign them to groups according to the subjects that they enjoy reading.

Change the groupings often so that each student belongs to several different groups and, consequently, has several group identities.

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