For example, he uses the words abuelita and abuelito to refer to his grandmother and grandfather. There is evidence of his poor writing and oral skills in his writing about the family and oral response respectively. Most of his sentences are incomplete, and his spoken words have a weak structure.
Student activity or instructional strategy presented on the second day could be challenging to Guillermo. The instructional strategy demands the student to hold a discussion based on the defining features of sedimentary, metamorphic, and igneous rocks. The activity also requires the entire class to design a chart that will highlight the features of each and every rock that will be discussed. Every student will be required to cooperate during every stage of the discussion.
In addition, all groups of students who cooperate during the discussion will be provided with additional ten rocks. The students will be required to arrange the rocks into different categories on the basis of their characteristics. Afterwards, the students will draw a picture that is appropriate and write matching paragraph about the features of the different rocks. These are metamorphic, igneous, and sedimentary rocks.
The reason I chose the activity or learning strategy employed on the second day is because of the student’s poor writing and oral skills. Guillermo reads English that is two years below his fourth grade level. This will make it difficult for him to efficiently participate in a discussion based on the defining features of sedimentary, metamorphic, and igneous rocks (Scriven 23). He will face several challenges when grammar that is technical is used during speaking or writing on the rocks.
In addition, the student is socially shy; this will also hinder his active participation during the discussion. His poor writing skills will also isolate him when the rest of the students are making a chart for the rocks that are being studied. The ...
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