Consider the effect of trade liberalization on agricultural markets. Using your weekly readings and additional research, discuss the challenges experienced by the Saudi Arabia agriculture industry. What financial support does the KSA government provide for its agricultural sectors? How could the KSA improve its agricultural sectors policies? What types of results would you expect for these improvements? Any foreseen consequences?
seemed to be able to recall key details well, as 84% were able to demonstrate their knowledge of the book during their retells. There are only 4 characters in the book, and only 2 that students become familiar with (see in more than one scene). I felt that students would easily remember details from the text, as it is developmentally appropriate for their age. All 3 of my focus students were able to identify the two main characters from the book: Corduroy and Lisa. I felt that this was reflective of whole group learning— students know how to identify and remember key details such as character, or “who.” Other important details include where something happened, when it happened, and what happened. As mentioned previously, students were able to identify “where” and “what,” but struggled to identify “when” an event occurred. To be considered as a student who “exceeds expectations,” students were required to identify 3 out of 4 key details and use necessary transition words during their retell. In relation to recalling key details, I had three students who were below expectation and five students who were above expectation. There were few students who seemed to have a need for greater challenge as I based their assessments from ability. My highest level students seemed to be engaged with this lesson, as they were able to help other students spell words and create longer captions for their chosen scene from the book I am going to have mini-conferences with all of my students during the next literacy block. Feedback will be written on a sticky note that is attached to their work, and we will discuss the feedback they were given. We will read their written retell aloud and conference about what the student did well and what the student did not do well. Overall, my students seemed to be able to use the selected language function of retelling. This ability was demonstrated through verbal retells of a story accompanied by captioning a scene from the book. Students were able to use the terms first, next, then, and last, and recognize characters, setting, and min events of the story. Students were able to use the supporting language functions of summarizing and sequencing. The ability to retell a story varied pretty significantly in this classroom in terms of relaying key details and vocabulary knowledge. For two of my struggling readers, the task of retelling a story using appropriate transition words was difficult. These students needed prompts to appropriately sequence the events of the book. These students left out many key details when retelling the events of the story and had trouble remembering some characters names, such as Lisa and the Night Watchman. Level B-D students (the majority of the class) were able to use transition words appropriately and were able to sequence events correctly most of the time, although some students did struggle and need teacher prompting. Level B students were able to sequence the order of events but left out many key details when retelling the story. In order for students to be able to correctly retell a story, they were required>GET ANSWER