| Alphabet | |||||||||||||||||||||||||||||||||||
| Grammar | |||||||||||||||||||||||||||||||||||
| Reading | |||||||||||||||||||||||||||||||||||
| Vocabulary | |||||||||||||||||||||||||||||||||||
| Writing | |||||||||||||||||||||||||||||||||||
| Spelling | |||||||||||||||||||||||||||||||||||
| Preschool Lesson Plans | |||||||||||||||||||||||||||||||||||
| Kindergarten Lesson Plans | |||||||||||||||||||||||||||||||||||
| 1st Grade Lesson Plans | |||||||||||||||||||||||||||||||||||
| 2nd Grade Lesson Plans | |||||||||||||||||||||||||||||||||||
| 3rd Grade Lesson Plans | |||||||||||||||||||||||||||||||||||
| 4th Grade Lesson Plans | |||||||||||||||||||||||||||||||||||
| 5th Grade Lesson Plans | |||||||||||||||||||||||||||||||||||
Educational stage
I came across your guidelines: Development milestones for children. What questions have not been answered in the details? When should mother, father, caregiver or guardian recite letters or characters of English alphabet to the child? How often per day should mother, father, caregiver or guardian recite letters or characters of English alphabet to the child? When should the child be able to speak letters or characters of English alphabet? Are you able to recite letters or characters of English language alphabet? At what age should child be able to recite characters of an English alphabet? How often should a child be asked to speak letters or characters of English alphabet, and up to what age? When should mother, father, caregiver or guardian ask the following questions to the child: 1. What is your name? 2. How old are you? 3. What is your date of birth? 4. What is your mailing address? When should the child be able to answer and ask these questions? Do not wait for a child to begin elementary education on his or her 5th birthday in elementary school. Elementary school education of a child starts at home. Questions for Elementary school teacher Are the students memorizing relevant topics on a regular basis? Are they able to recite them with expression? Is the teacher explaining these topics to the students? Are the students given a specific topic on a regular basis? Has curriculum for each age group and year been circulated? What is the English language curriculum for class 1, 2, 3, 4, 5? As a summary, here is a checklist for the principal who is evaluating one of his teachers: Is the teacher reading aloud to his class everyday? Is phonics (in younger grades) incorporated in the English class? Have the students been given the assignment to read aloud to their parents? Is the teacher effectively teaching grammar? Have the students a good knowledge of the parts of speech? Are they proficient in the art of diagramming sentences? What is the spelling level of the students? Does the teacher make the effort of correcting the spelling mistakes of the students in their notebooks? Is the study of spelling integrated into the different parts of the English program or is it disconnected (spelling lists)? Are dictations done regularly? Are they corrected with diligence? Are the poor spellers getting extra help from the teachers? Are the students led to appreciate good literature? Is the teacher instilling a love of reading in his students? Do the students have many good books to read at home? Are readers (consisting of excerpts) the only books used in the classroom or is the teacher also using complete works of literature? Are these books well chosen so as to nourish their minds? Does the teacher possess a good knowledge of these books so that he can share this knowledge with his students? Does the teacher ask enough questions to his students? Are these questions well prepared so as to lead the pupils to think? Does he try to involve every student in the discussion or only the bright outgoing ones? Is the teacher using workbooks in a way which defeats the purpose of education? Are workbooks encouraging the teacher’s laziness so that he no longer teaches but merely corrects the fill-in-the-blank exercises? Is the teacher developing penmanship through the students’ writing whole paragraphs in their notebooks? Are the subjects well chosen? Is the teacher correcting the first draft so that the student can write a second draft with the benefit of his teacher’s observations so as to improve his writing skill? |