MFEA-78 TG - Book - Page 19
5. Discuss the book in general, the message or lesson learned and whether pupils
liked the book or not.
6. Tell pupils that now they are the teachers – they ask you questions about the
story, characters, pictures, etc.
7. Compliment the pupils on a job well done and tell them how much you enjoyed
sharing this reading experience.
f. Rethinking as a Result of Assessment
Much can be learned from the information that is gathered with the various
assessment tools provided in My First English Adventure:
1. First, assessment helps summarize the class progress and guide instruction. By
looking “down” the columns on the various checklists, the teacher will get a clear
picture of the objectives that have been “achieved” by most of the class and those
that the majority of the class has not “mastered” yet. In such a case, reviewing those
objectives (literacy skills, words, letters, sound/letter correspondences, expressions)
would be in order. If the objectives have not been achieved, a conscious effort
should be made to reenter these teaching items systematically in subsequent lessons
so that everyone will acquire them. This will avoid reading problems later on.
2. In addition to guiding instruction, the assessment tools allow the teacher to
monitor each pupil’s achievements and to “catch” difficulties before they turn
into “problems”. By looking “across” each pupil’s performance on the checklists,
it is easy to see what the child knows or does well, and what s/he still has not
“mastered”. In order to help the pupil improve on these objectives, extra help and
practice should be provided. This can be done by working individually with the
pupils when the class is working on activities in their Activity Books or by providing
additional worksheets to do in class or at home.
3. Finally, the assessment tools provide insight into the pupils’ affective needs and
self-concept. If a pupil’s self-assessments are particularly low or if s/he indicates no
enjoyment in participating in class activities, this should be taken very seriously and
responded to. Opportunities for showing the pupil his/her strengths and providing
encouragement and praise should be created by:
• calling on the pupil when s/he raises his/her hand to volunteer, choose a
game/story or offer a response
• praising the pupil for his/her effort, willingness, response, etc. during
class activities
• dialogue during the Student-Teacher Conference
g. End of Unit Certificate
The certificate summarizes all that has been learned in the unit and is given to each
child to take home and share with the family.
h. Recommendations for Report Cards
When writing comments on report cards the teacher should remember that
progress is individual, therefore not everyone will learn the same things or to
the same degree as others. The important thing is that the acquisition process is
moving forward and that the pupil develops a positive attitude toward him/herself
as a learner as well as toward English.
m
