Essay Sample on To Get Skills in Studying the Informational Text

Published: 2023-08-31
Essay Sample on To Get Skills in Studying the Informational Text
Essay type:  Process essays
Categories:  Teaching Learning Knowledge Essays by wordcount
Pages: 3
Wordcount: 571 words
5 min read

What is the learning objective?

The objective of learning is to get skills in studying the informational text. The learners will apply examples and information from A Medieval Feast written by Akiki as the study guide.

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Are the standards and objectives aligned? How do you know? Provide a rationale

The goal and the rule of this lecture plan are aligned well. As per Georgia's excellent standards, there are understandable expectations for student work, instructions, and assessments (Georgia, 50). Due to this, the teacher can evaluate the best depending on the specific child's abilities. The abilities include reasoning, communicating, making connections, and problem-solving. An assessment in the lecture plan example discloses the exact features of the Georgia Standard of excellence. Individually, the teacher has considered all the learners' abilities, which will be required in learning.

What is the lesson about? What does this lesson cover?

The lesson is about literature dealing with reading skills. Accurately, the study is titled "reading informational text." The class covers learning illustrations as well as Medieval Feast by Akiki examples. After finalizing the lesson, the learners should be able to make sense of the content and give its meaning. The significance of this class is for the learner to study or derive comprehending from studying the text.

Do the assessments effectively measure the academic standard and learning objective? Justify your response.

Yes. The assessment helpfully measures learning objective and academic standards. The instructor uses understandable and accessible formats for each learner to relate with, like the Venn diagram for institution characters to transfer skills to learners (Biggs, 17). As far as starting an interaction with academic language and content, the instructor includes marching activities to help children relate to significant aspects in the text, facilitating the development of understanding. The assessment appraises various students' abilities and uses specific and helpful techniques of learning to make sure learning needs are all catered for.

Part 2: Unwrapping the Standards

Grade Level: First Grade

State Learning Standard: Arizona Mathematics Standards 1st Grade

Know objective is what learners are supposed to know. The standard requires learners to understand how to create mathematical arguments using symbolic or pictorial referents (Biggs, 15). Children are supposed to know how to work symbols and deal with numbers between 10 and 100. It is necessary to get the meaning of units, operations, and number represented by logos.

Understand the objective. This is what students should understand. Children need to understand the necessary process of subtraction and addition. Learners need to comprehend all measurement processes. By comparing different solution strategies, students need to embrace the relationship between subtraction and addition.

Do objective: it is what learners should be able to do (FitzPatrick et al., 79). Learners are supposed to be ready to tackle addition and subtraction problems, apply operation properties, and the relation between subtraction and subtraction.

Lesson Summary

The foundation of mathematical concepts is subtraction and addition. The lesson has involved a critical step for students. Subtraction and addition skills are necessary for both real lives and in the classroom. However, the class will aid the student in comprehending mathematical problems and daily practical circumstances.

Works Cited

Biggs, John. "Aligning teaching and assessing to course objectives." Teaching and learning in higher education: New trends and innovations 2.April (2003): 13-17.

FitzPatrick, Beverly, et al. "Alignment of learning objectives and assessments in therapeutics courses to foster higher-order thinking." American journal of pharmaceutical education 79.1 (2015).

Georgia Standards. Georgia Performance Standards. 2019: 45-60

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