Sam cooperates consistently with others becomes Sam needs to cooperate more consistently with others, and Sally uses vivid language in writing may instead read With practice, Sally will learn to use vivid language in her writing. Turn the words around a bit, and you will transform each into a goal for a child to work toward.
You can also use our statements to indicate a need for improvement. You've reached the end of another grading period, and what could be more daunting than the task of composing insightful, original, and unique comments about every child in your class? The following positive statements will help you tailor your comments to specific children and highlight their strengths. Struggling Students? Check out our Needs Improvement Report Card Comments for even more comments! Here are 125 positive report card comments for you to use and adapt! It's report card time and you face the prospect of writing constructive, insightful, and original comments on a couple dozen report cards or more. Kimberly is an educator with extensive experience in curriculum writing and developing instructional materials to align with Common Core State Standards and Bloom's Taxonomy. Written by Kimberly Greacen, Education World® Contributing Writer Who would like to share their answers? (Allow the students to share and go over the answers and where they came from.) Then, you will write the answers to the questions that are below the story.While you are reading, I want you to think about any nonliteral language that you are reading and what it means. You are now going to read part of the book, Thank You, Amelia Bedelia.Make a list on the board of their responses.) Can you think of any nonliteral language that you have heard or used? (Allow the students to answer.The phrase, “I slept like a log,” helps you to imagine someone sleeping so well that they didn’t move at all.Another example is “I slept really well last night,” and “I slept like a log.” Which phrase give you a better picture in your head of what happened? (Allow the students to answer.).By saying, “I could eat a horse,” you are making the person you are talking to understand just how hungry you are when they imagine you eating a whole horse.Instead of staying “I am very hungry,” you would say, “I could eat a horse.” Both phrases mean that you are hungry, but the make different pictures in your head when you hear them. This means that you use different words to say what you mean. The other type of words or phrases are called nonliteral or figurative language.Examples of literal language are, “I am very hungry” and “I slept really well last night.” One is called literal language, which means that you say exactly what you mean. There are two types of words and phrases.Have you ever heard someone way something like, “I could eat a horse,” or “I slept like a log?” Did you understand what they meant? (Allow the students to answer.).Lesson Objective: To understand and identify literal and nonliteral language in a storyĬommon Core Standard: : .3.4: Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. Lesson Plan: Literal and Nonliteral Language - Amelia Bedelia More Great Ideas for the New School Year.
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