| Title: |
Teaching Reading, Writing, and listening and speaking |
| Overview: |
The activity is based on reading chapter 1 of the ‘To Kill a Mockingbird.’ The teacher will introduce the students to the book and inform them that they would read the mockingbird before the class. |
| Ideas for useful resources: |
A copy of ‘ To Kill a Mockingbird, ’ a notebook, and a pen |
| Teacher motivation: |
The teacher aims at teaching the students the three skills at the same time. The teacher is also motivated by the desire to assess how the students are doing about the three skills ( Nation, 2015) . |
| Student motivation: |
The students will be motivated by the desire to attain a high score in the English class. The student will also be motivated by the need to be able to express themselves both orally and in writing. |
| Prepare: |
The activity will start with the teacher asking the students to read chapter one of the book (reading). The story will then be reread by students selected by the teacher in turns with each student having a paragraph to read (speaking). The teacher will then select students at random to retell the story (listening). The students will then be required to infer and write down the themes with evidence from the chapter (writing). |
| Coach: |
The teacher will encourage the student by allowing those unable to complete the tasks enough time to do so ( Hauck, Pooler, Kim, Wolf, & Anderson, 2017) . The teacher will also give examples of what is expected of the student to ensure they can do complete the task in the appropriate format. |
| Assess: |
To assess the students, the teacher will mark their work and provide recommendations on how the student can improve. The teacher will then allow students to read their analysis in class and ask questions when necessary. |
Analysis
It is important to make sure that each activity selected is based on the English language proficiency standards that correspond to grade seven. Based on the ELP standards in Louisiana, this activity helps the student to identify the main topic in oral communication as well as in simple written texts. The student will also be able to retell a few keywords ( Andrews, 2017) . Moreover, the activity is essential in helping the student learn how to determine the central idea or theme found in a text. With the activity, the students are also able to explain how the themes are supported by evidence from the text ( Nation, 2015) .
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The activity also develops the skill of summarization among the students. This is in line with the Common Core Standards in the state that requires the student to achieve the ability to cite several pieces of textual evidence to support analysis of what is stated in the text ( Zhang, Niu, Munawar, & Anderson, 2016) . The standard also requires the students to explain inferences drawn from the text. Therefore, taking part in the activity they can determine a theme or central idea of a text and describe its development in the text.
In regards to writing, the activity is important in that is enables the students to write arguments to support the claims based on reason as well as relevant evidence. The learner is also able to introduce claims and outline some of the alternate or opposing claims while also providing an organized presentation of reason and evidence in a logical manner ( Andrews, 2017) . The activity also enables the learner to be able to appreciate how to provide a concluding statement as well as a section that supports the argument that is presented in the text.
References
Andrews, J. M. (2017). An Investigation into Principals' Implementation of the Common Core State Standards in Selected Elementary Schools (Doctoral dissertation, Southeastern Louisiana University).
Hauck, M. C., Pooler, E., Kim, M., Wolf, A. A. L., & Anderson, D. P. (2017). Designing Task Types For English Language Proficiency Assessments For K–12 English Learners In The US. English Language Proficiency Assessments for Young Learners , 79.
Nation, P. (2015). Principles guiding vocabulary learning through extensive reading. Reading in a Foreign Language , 27 (1), 136.
Zhang, J., Niu, C., Munawar, S., & Anderson, R. C. (2016). What Makes a More Proficient Discussion Group in English Language Learners' Classrooms? Influence of Teacher Talk and Student Backgrounds. Research in the Teaching of English , 51 (2), 183.
