Alliteration
Activity DescriptionSince we have been working on some alliteration in the classroom I decided to do the same with Margarita to work on her pronunciation. I began by having her read it with out me helping her to see what she knew. Then we went over the alliteration one line at a time. Once she got the hang of one line we moved to two lines and then three and finally the whole thing. We worked on this for a couple days before filming the final piece.
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ReflectionThis is the part where Margarita's shyness came out the most. She wouldn't even read the alliteration in the classroom we had to leave because she didn't like the other kids watching her. The first reading (to the left) was also very hard, Margarita would stop every time she didn't know a word. I finally told her that if she didn't know the word to just skip it. She also struggled with the word "globs". When she would repeat after me she would say it correctly, but once she would read it by herself she would pronounce it "gobbles". Had we had more time to practice I also think that she would have gotten the beat down better. Other than that I was impressed with her progress after only a few days.
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Sunshine State Standards
LA.2.1.5.3: The student will adjust reading rate based on purpose, text difficulty, form, and style. TSOL Standard English language learners communicate information, ideas, and concepts necessary for academic success in the area of language arts. |
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Objectives
Language: The second grade student will pronounce the words in an alliteration with 80 percent accuracy after multiple repetition.
Content: The student will pronounce new words correctly.
Content: The student will pronounce new words correctly.