2nd Grade Standard

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School

Walden University *

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1001S

Subject

Linguistics

Date

Jan 9, 2024

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docx

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Uploaded by KidGuineaPig2324

2 nd Grade Standard: Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. For the first portion I decided to explore Spatial intelligence and activities related to passing the standard provided. According to Scholastic Spatial intelligence is the ability to perceive the world accurately and to recreate or transform aspects of that world. These learners doodle, paint, draw, and build with blocks; they enjoy looking at maps, doing puzzles and mazes. Spatial is hands on and can involve a lot of artistic elements. Knowing this I think it would be best to use activities that incorporate artistic elements. One fun idea I found online was to make a “movie poster book report” (We are Teachers). Students can read stories and then illustrate a cover or “movie poster” with key words showing the story’s main idea. On the back or a separate page students will then summarize the story and characters. This can be a colorful and engaging activity that spatial learners would find interesting. Students could do a rough draft and draw out their poster in pencil to be “approved for print” to check for errors and allow room for discussion to make sure the child understands. This would stop them from putting too much time into painting or coloring and be disappointed in having to correct their art. Posters could then be displayed in the hallways or on classroom page for families to see. Another idea I came across from We are Teacher’s site was to construct a “comprehension cootie catcher”. Putting key information in the question slots is a fun way to test children’s knowledge. I used to love making these when I was younger and my children now make them, though I have never used them for comprehension I can see why this would be a great activity for spatial learners. It is art related and fun to make and is almost like a fidget toy as you get to “play” to get to your turn. Students can pair up and practice together. To help with understanding students could be paired together based on comprehension levels to ensure students are practicing correct information. Teachers could also quiz the children one on one using the “cootie catcher” to check standard. The last activity for Spatial intelligence is one I found on the Elementary Assessments site, making a scrapbook for the stories or books that are read in the classroom. Students can draw pictures explaining the key moments in the stories and write out descriptions. Since spatial learners are thought to have great picture memory scrapbooking each story would reiterate the main ideas of the stories and educators would be able to easily tell if students were grasping the concepts. Students could also present their scrapbooks helping them work on story retelling and verbalizing ideas.

Students who possess Spatial intelligence process information via images and pictures. They visualize how something works, and then they use their artistic abilities to design and create it (Elementary Assessment). Knowing this I feel that these activities cater to their specific skills and would be a good assessment tool to see if they are on track with this standard. They are also great activities to help these learners understand incoming information and process it into memory. Each activity leaves room for error in comprehension but I feel that since Spatial learners react the best to artistic assignments that and misinterpreted ideas could be easily identifies through the artwork and discussed in small groups or addressed individually in order to correct any misinterpretations. I also the first and third activity could easily be published by the children on their group pages allowing families to read and enjoy work as well. For the last section I wanted to focus on the Linguistic learning style and activities related to our standard. Scholastic says that Linguistic learners have sensitivity to the meaning and order of words. These children use an expanded vocabulary and usually like to tell jokes, riddles, or puns; read, write, tell stories, and play word games. Linguistic learners or “word smart” students have a way with words. They are comfortable expressing themselves verbally, whether in spoken or written form (Elementary Assessments). Using this information, I think an activity called “roll and chat” would be a great fit for this group of learners. This activity is geared towards small groups. You get dice and a card to fill out questions that would identify whether students would pass the standard. The number on the dice corresponds to a question, students would take turns rolling the dice and answering the questions until students had filled out their cards (We are Teachers). This activity allows children to get a chance to use their language skills and interact with their peers. One disadvantage could be that if a student does not know the information but another student answers before them, they could write down what the other student said instead of expressing the information in their own words because they learned it. One way you could combat that is when a student finished their card, they have to leave it at their desk and answer the questions for the teacher to show that they can recall the information on their own. The next idea for an activity came from Elementary assessments, having the children create a readers theatre play. This seems like such a fun idea my oldest daughter finished the third-grade last school year, and I had the privilege of watching a play put on by the class. Being on the other side of this activity as a parent I was amazed at how excited she was to be doing the play, she read the book every night and practices her lines. Laylianna (my daughter) made me promise to get the day off and make it to her show so of course I did, and all of the kids were

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