New York State standards Essay

It is important for phase 4 schoolchilds to meet the standards for position lyric Arts set forth in the spick-and-span York articulate standards. It is in the light of this that consider equal attention must be paid to the substance face is taught in the stage 4 split uproom. When a instructor prep ars and delivers his or her lessons in English, she should do this with the documentary of qualification sure that his or her pupils meet the standards of the allege of wise York in question. The standards should be her guide as he or she delivers the lessons in English and administers two oral and written essays to find out whether or non his or her students get mastered the infallible skills.What educational strategies and instructional manners whitethorn be assiduous to ensure that ramble 4 pupils meet the standards for English speech communication Arts set forth by the State of New York? atomic number 53 of the skills ( Education Planet, 2010) that year 4 pupils argon get offed to set out is be able to harken and say in evening g cause and in stately settings wherein they atomic number 18 reckoned to talk with peck of divergent ages, g dyingers, and cultures. One instructional method (Nadas ESL Island, 2000) that flowerpot be hire to ensure that course of study 4 pupils achieve the above menti unrivaledd skill is the communicatory nestle.In the communicative approach, the instructor gives more furiousness on oral communication functions quite an than on mien structures. As such, when the instructor designs a lesson, her lesson is foc habitd on a linguistic process function such as greeting a psyche, split uping a reputation, full-gr feature directions, or styleing for admirer with some(a) liaison. She because decides what diction structures atomic number 18 suited for a particular language function. For instance, prepositions fanny be taught for pupils to learn how to give directions. The pastura ge or Language Experience Approach (Nadas ESL Island, 2000) may be utilized by the t all(prenominal)er in teaching the uses of the different parts of speech.What the instructor does is make the pupils larn a pull in of school textbook edition. accordingly she asks questions interchangeable What discourses were used to describe the heyday? and What manner of speaking were used to describe the mountain? . The instructor may and so tell the pupils that words like pretty, colorful, tall, and big atomic number 18 called adjectives and that adjectives be words used for describing. What to the highest degree earreach? What strategies or instructional methods stooge be utilized to engender earreach skills among pupils? Pupils draw to learn to become active rather than dormant listeners.Here, the instructor backside make use of the cloze test wherein the pupils argon asked to listen to the instructor watch a short poem twice. The pupils argon thusly given a copy of the poem with some words left out. The pupils argon to fill in the missing words after earshot to the train of the poem. With regard to discloseing skills in speaking, the teacher open fire make use of the audiolingual method wherein the teacher low gear teaches the pupils a set of expressions like May I succor you? , What time is it? and How do you do?. She and whence asks the pupils to repeat each expression after him or her. The teacher back end later construct the pupils carry in a role play wherein they argon given the chance to put into practice the expressions they cave in intentional. p atomic number 18nthesis from acquiring listening and speaking skills for diversenessal and informal situations, enjoin 4 pupils ( Education Planet, 2010) argon besides expected to learn how to save for fond inter do and produce written messages to establish, maintain, and enhance individualized relationships with early(a)s.One means of teaching writing with this m anipulation in mind is through the use of the synergetic journal. How is this done? The teacher sets the windic for the variant to make unnecessary intimately. She then braces off the students and makes sure that each pair has a small peckerbook. Pupil A then begins by writing something about the yield sooner turning the follow over to his or her deliver pupil B who deals and reacts to what pupil a has written about the topic. From time to time the teacher goes close to to check to make sure that the students are not deviating from the topic.Letter writing could in addition be a useful exertion in developing the pupils friendly interaction skills. For example, after talking about how to put in care of the environment, the teacher may ask pupils to relieve a letter to their congressman or mayor. The State of New York ( Education Planet 2010) expects browse 4 pupils to withal be able to listen and enunciate to evaluate experiences, nouss, information, and issues by utilise evaluative criteria from different perspectives and by recognizing the difference in evaluations based on different sets of criteria.One technique ( Nadas ESL Island, 2000) that the teacher can use to achieve this purpose is the interactive approach to culture. Here the pupils do not only read but likewise interact with the material. By ask questions, the teacher allows the pupils to prefigure what forget happen be onward the succeeding(a) part of the apologue is read, say whether or not they take hold the said(prenominal) experience as that of the character or characters in the stratum, comment on the actions of the characters, or even tell whether the story happened in real disembodied spirit or not.Grade 4 pupils ( Education Planet, 2010) are in any case expected to learn how to speak and write for searing analysis and evaluation by applying opinions and judgments on experiences, ideas, information, and issues clearly, logically, and persuasively with reference to specific criteria on which the opinion or judgment is based. This goal can be achieve by asking Why and How questions about a topic that had been read or listened to instead of the vernacular What, Who, and Where questions. Pupils may also be taught how to write and speak critically by asking them What do you opinionualize or What if questions.Such kind of questions would allow them to present their opinions and judgments on an issue that had been read or listened to. some other standard that was set by the State of New York ( Education Planet 2010) is stigmatise 4 pupils should be able to listen and read for literary serve which involves comprehending, symboliseing, and critiquing imaginative texts in any medium, drawing from ad hominem experiences and k instantlyledge to get a line the text, and recognizing the social, historical, and cultural features of the text.In enounce to achieve this, the teacher can use the top vote out approach wherein the pupi ls can bring to fore their experiences and present getledge in judgment the text. The pupil uses his or her experience and current knowledge to be able to associate to the text. The childs outline is also utilized in macrocosm able to understand the heart of each word and article of faith in the text. Another skill ( Education Planet, 2010) that grade 4 pupils are expected to have is being able to speak and write for literary solution which involves presenting recitations, analysis, and reactions to the content and language of a text.Here the teacher can make use of the interactive approach in reading wherein the pupils are mad to interpret a line or a word in a poem. They are also make to react to the content of a poem or story and give their opinion and judgment regarding its contents either orally or in written form. Grade 4 pupils ( Education Planet, 2010) are also expected to speak and write for literary expression which involves producing imaginative texts that use l anguage and text structures that are inventive and often multilayered.To develop this skill in the pupils, the teacher (Nadas ESL Island, 2000) can make use of the KWL method. Here the pupils are asked to put down what they already know about the topic that pull up stakes be discussed or text that would be read. The teacher then asks the pupils to write down or say what they expect to learn from the topic or text. later the teacher discusses the topic or read the text, the pupils are asked to write down or say what they have learned from the discussion of the topic or the reading of the text. found on what they have learned, the pupils may create a new story or composition as a kind of learning synthesis. The State of New York ( Education Planet, 2010) also aims to develop in the pupils the talent to listen and read to acquire information and understanding which involves collecting data, facts, and ideas discovering relationships, concepts, and generalizations and using knowledge from oral, written, and electronic sources. The look into method can be used to develop the above mentioned skill in the pupils.While listening to a text being read, the pupils are asked to endure close attention to important plucks of information and note these down in their notebooks. The same thing would be done as the pupils read a put of text. The teachers may guide the pupils in using semantic maps which the pupils used to organize the pieces of information that they have picked up from listening to or reading the text. Semantic maps also allow the pupils to see the relationship among the different ideas. Aside from semantic maps, pupils may also be taught how to pull in charts which also help organize pieces of information they have picked up.The State of New York ( Education Planet, 2010) also expects pupils to be able to speak and write to acquire and transmit information which requires asking probing and clarifying questions, version information in ones own words, a pplying information from one context to some other, and presenting the information and interpretation clearly, concisely, and comprehensively. One method that the teacher could use to develop this skill among the grade 4 pupils involves prereading, reading, and postreading activities. In the prereading activity pupils are made to scan or hop-skip the text.They are afterwards asked to come up with questions that they efficiency want to ask about the material. The pupils then read the text and while reading, they try to look for answers to their own questions. They later present their answers to the class. With regard to asking questions, the teachers could request a fireman, for example, to talk about his profession. after his talk, the pupils are encouraged to ask questions regarding what they listened to. What other educational strategies and instructional methods can the teacher utilize to cleanse the reading, speaking, writing, and listening skills of grade 4 pupils?With reg ard to improving the listening skills of the pupils, the teacher may dictate to the pupils a piece of text line by line. As she reads each line twice, the pupils write down each line in their notebooks. After the last line of the text had been read, the teacher reads the text again and asks the pupils to check what they wrote as they listen to the teacher read the text. Another educational strategy that the teacher can employ to make better the listening skills of grade 4 pupils is to have them listen to the teacher playback a recorded newscast or story. The teacher may opt to playback the recorded newscast or story twice.He or she then gives the pupils an exercise to answer to test how well they listened to the recorded newscast or story. The test can be a fill in the blanks or multiple choice type of exercise. These can de done again and again until the pupils attain an pleasurable level of mastery. The speaking skills of grade 4 pupils can be improved by introducing them to deb ate. Here the pupils are given the chance to express their opinions, views, and judgments regarding an issue. Asking grade 4 pupils to echo a story they have read is also a good way of improving the speaking skills of grade 4 pupils.The pupils retell a story in motility of the class through the use of visual aids. They may also be encouraged to create their own stories and appoint it with the rest of the class. principle pupils how to conduct an interview is another(prenominal) way of improving their listening and speaking skills, One pupil could play the role of TV reporter while another pupil could be the person being interviewed. To apply what they have learned about interviewing people, pupils could be asked to interview, let us say, the nurse in their community and have them report the results of the interview in front of the class.Show and Tell is also a good way of developing the speaking skills of grade 4 pupils. They may be asked to bring to class a preferred pet or g yp and talk about these in front of the class. The pupils capability also be asked to draw any mental picture and then call them one by one to the front of the class to talk about their picture. What educational strategies or instructional methods may be employed to improve the writing skills of pupils? Aside from journal or letter writing, grade 4 pupils may be taught how to write a haiku or a tanka on any topic of their choice.They could then share with their classmates what they wrote. separate activities that could improve the writing skills of pupils are poster making, making greeting cards. The integrated approach can also be used to improve the writing skills of grade 4 pupils. For example, the teacher could conduct a simpleton experiment inside the classroom. While the teacher is doing the experiment, the pupils can write down what they observe and their conclusions after the teacher finishes conducting the experiment, The teacher could also have the pupils read a story a nd organize the sequence of events as they happened in the story.Based on the arranged sequence of events, the pupils could be asked to rewrite the story. With regard to improving the reading skills of the pupils, the teacher could make use of SSR or Sustained close indicant wherein the teacher sets aside a a few(prenominal) minutes of the period to allow the pupils to read their favorite book. This sustains pupils interest in reading. DRTA or Directed Reading Thinking Activity ( Nadas ESL Island, 2000) can also be utilized by the teacher to improve the reading skills of grade 4 pupils.The teacher first reads the title of the text and he or she asks the pupils what they think the story is deviation to be about. He or she then solicits different answers from the pupils. The teacher then reads the first paragraph of the story and stops to ask the pupils what they think give happen in the next part of the story. He or she writes their predictions on the board. After reading the ne xt part of the story the teacher erases the answers on the board that are no eternal needed. The procedure goes on until the story is finished. The pupils may be asked to write a summary of the story.Aside from DRTA, the ETR or Experience Text Relationship (Nadas ESL Island, 2000) method may be utilized to improve the reading skills of grade 4 pupils. The teacher begins by asking the pupils what they know about the text that is going to be read. The teacher then reads the story along with the pupils and pausing every know and then to discuss the part of the story that had just been read and ask what the pupils thin exit happen in the next part of the story. After the story had been read, the teacher discusses the story with pupils and ask them to relate it to their personal experience.The PreP or the Prereading Plan (Nadas ESL Island, 2000) also helps in improving the reading skills of grade 4 pupils since it attempts to trigger previous knowledge and provide background knowledge which will help the pupils understand what they are reading. The teacher begins by introducing a main concept to the pupils to prepare them for what is to be read or listened to. For instance the teacher could start by saying, Today, we are a going to talk about a planet. Who can tell me what a planet is. He or she then allows the pupils to give their own ideas of the concept and lists these down on the board or on a chart.After correcting some misconceptions about the topic or idea, the teacher asks the pupils to write something about the idea by utilizing the words on the board or on the chart. After having written something about the topic, the pupils are now ready to read the text that dialog about the topic they wrote about. The SQ3R or the Survey pass Read Write Review (Nadas ESL Island , 2000) is another method that is utilized by teachers to help improve the reading skills of grade pupils. The teacher first asks the pupils to look at the title, the headings of paragraphs , the introduction , and the conclusion of the text that they are about to read.This helps the pupils gain an idea about the text before they actually start reading it. The pupils are then asked to read the questions at the end of the text so that more or less they will have an idea of the kind of information that they are expected to look for from the text. The teacher may now ask the pupils to read the text. The teacher reminds the pupils to take note of ideas and words that they do not understand and to read the text the second time around. The next things that the pupils are asked to do is to write the answers to the questions found at the end of the text.They may read the answers aloud in front of the class. The teacher advises the pupils to review that they wrote to ensure that the information trunk fresh inside their minds. Teachers (Nadas ESL Island , 2000) also utilize story grammar to improve the reading skills of grade 4 pupils. Pupils are taught the four major component s of story grammar which are main character and main problem or conflict, character clues which involve the actions of the characters, their dialogue, thoughts, physical qualities, and their reactions to other characters and events, the resolution of the problem or conflict, and the theme of the story.Breaking down the story into the above mentioned components help the pupils understand advantageously what they just read. Semantic maps may also be used as an organizer of the components of story grammar. strategical Reading (Nadas ESL Island 2000) is quite similar to the other approaches used in teaching reading to grade 4 pupils. The teacher begins by asking the pupils what they know about what is going to be read and what they expect to learn. Afterward, the teacher employs Click and Clunk while the pupils are reading the first part of the text. Clunks are the words or ideas that pupils find difficult to understand.The teacher helps the pupils mend the clunks as they continue r eading the text. The same thing is done for the other parts of the text. The teacher wraps up the reading activities by asking the pupils to say what they have learned from what they just read. With Sample Reading Strategies, (Nadas ESL Island, 2000) teachers ask the pupils to say what they know about what is going to be read, write about an experience think to the topic, say something about the title of the text that will be read, make predictions about the contents of the text, skim over the text for general ideas, or read the source part and the closing part of the text.While reading, pupils may encounter words that are not long-familiar. The teachers help the pupils figure the meaning of the words by using context clues. Pupils may be also asked to predict what would happen in the next paragraph or draw pictures to show what they understand about what they have read so far. After reading, pupils may be asked to make an outline, a chart, a map or diagram to show what they hav e understood about the text. They may also be asked to retell what they have read or relate what they have read to their own experience.CBLI or Context Based Language Instruction makes learning language for pupils also interesting. In CBLI, the teacher makes use of real life texts rather than nursery rhymes or classic stories. Real life text may be in the form of a news article, recipes, posters, advertisements, or brochures. The teacher uses these to help pupils understand how language structures are applied in real life. For example, recipes, posters, and advertisements make plenty of use of action verbs. Instructional leaflets also make use of a lot of action verbs as well as prepositions.Sugestopedia is another method that teachers use to teach language to grade 4 pupils. Before having pupils read the text, the teacher prepares the mood of the classroom by playing loco music. She then asks the pupils to close their eyes and listen cautiously to what is going to be read. Music h elps condition the mind of the pupils and allows them to concentrate on what is being read. Aside from sugestopedia, teachers also help improve the listening and comprehension skills of the pupils by asking them to perform the appropriate action for a word.For example when the teacher says sit, the pupils sit down. When the teacher says stand the pupils stand up. When the teacher says Step backwards the pupils move one step back. This helps the pupils become with the meaning attached to words aside from becoming familiar with the words themselves. There are many other techniques that teachers can employ in honing the English communication skills of grade 4 pupils. However, the technique that must be employed by the teacher should be suitable to the learning abilities of grade 4 pupils.References (2010). English Language Arts State Standards for New York. Lesson Planet. Retrieved August 20, 2010 from http//www. lessonplanet. com. (n. d. ). Ideas for Teaching Writing. Kims Korner for Teacher Talk. Retrieved August 22, 2010 from http//www. kimskorner4teachertalk. com. (2000) Teaching punt Language Reading. Nadas ESL Island Resources for Teachers and Students. Retrieved August 20, 2010 from http//www. Nadaisland. com.