In stage 2 “Discuss it”, the teacher discusses and describes the many strategies used to write different types of writing. During this stage, the teacher can then provide helpful ways to help the students remember the strategies, such as short songs or rhymes, mnemonics, and even acronyms. Stage 3, “Model it”, is when the teacher or proficient peer models the strategy as well as the types of self instruction he or she uses while writing.This allows the student to personalize the strategies taught to what works best for them. During stage 4, students memorize the strategies discussed in stage 2 and 3. To do so, they memorizes each step of the strategy along with one or more of the self instructions modeled in stage 3.
• Teachers will work in collaboration with their grade level team to incorporate in their lesson plan the practice of explicit instruction steps such as activating of background knowledge, direct explanation, thinking aloud, guided practice and student application. • Teachers will be asked to schedule a reading comprehension demo on the following week • Teachers will be asked to take the lesson plan as well as the book they worked on to implement the strategy in their classrooms. • Teachers will be asked to volunteer to share an 10 minute recorded demo lesson delivery to share with their grade level a week after the coach’s demo • PD Assessment and
This study follows to first year reading teachers into the classroom Marco and Destiny (both pseudonyms). Both teachers were trained thoroughly to assist struggling readers. The study begins with the challenges Marco’s faced. He was hired as a second grade teacher in an urban public school. Marco had to implement high-quality reading instruction to his class.
Class A (N=16) assigned as the control group, and class B (N=16) as the experimental group. For measuring the student's level of language and assuring group homogeneity the researcher used a proficiency test. The researcher administrated an English test from students' final exam in the previous year to get access to the level of students' proficiency. The items of the test were selected from the students' English book in the first grade as their instructional material in the public school. A reading pretest was taken from both groups to access their reading speed level before the treatment.
Students will be able to answer and discuss questions about the book la forma de las cosas/the shape of things. Language and Literacy/Academic Language Reading: I will read La Forma de las Cosas by Dayle Ann Dodds to the students. Students will read the vocabulary words in House Shapes Worksheet. Writing: Students will be asked to label the shapes in their house by writing the first letter of the name of the shape or by writing the name of the shape. Listening: Students will listen to the teacher read the story and ask questions about the shapes in the book.
Other participants in the study included a kindergarten class (18 students), one kindergarten teacher, and one assistant. A single subject reversal design was used alternating baseline and intervention for a total of four phases each lasting approximately one to three weeks (McGoey et al., 2007). During the baseline phase, teachers used standard behavior management procedures in the classroom along with the team meeting to design the school-home note and to define goals. The child gave their input to and made changes such as using familiar language to make it their own and to understand the goals. Parents instituted a routine of reinforcement or response cost that correlated with the intervention.
Furthermore, the study suggests that role-playing helps the participant to gain skills in communication and psychomotor skills. The study was conducted in four different learning application: the first in a multicultural educational course whereby students took on the role of minorities. The second was in a leadership course in childhood educational history classroom, which provided simulation on World Wars One and Two. The third was in mathematics for teacher’s class where students were simulated experiences. The fourth was in a childhood education course where student’s role play management skills.
I plan to review my walkthrough notes with the teacher and provide her some examples or second grade samples for her to see what they will soon be required to do. I will also give her some scenarios to try with her own students. I hope the teacher will use my feedback as a tool in her classroom. I do not think she is not a well-rounded teacher, I believe she wants to help them and see them succeed, but it should done in moderation. I will also invite her to my class and see a similar math lesson that they are taught to gain ideas and see from a different perspective.
It will be my job as an AU intern to monitor, help, and get to know students for the first few weeks, but eventually I will be able to be more involved in these guided reading groups once they are formed. I also got some advice from Mrs. Mikelait about her classroom management strategies. Her main strategy is a color chart where students can either clip down or up depending on their behavior. They clip up for good behavior and down for not following the rules or instructions. If they clip down they lose recess time.
For example, use a KWL chart before reading and ask students to write what they know about the topic in the first column and then what they want to learn. This strategy in an efficient way for teachers because it supports them find out what students know before reading (Fogarty, 2007). For activating schema also I suggest to ask students to write something quickly about the topic, to measure their background knowledge about the topic and try to support them make connections between their background knowledge and their personal experience and then they can share information with their colleagues and learn from each other, so students will have input to understand the text better (Tompkins, Literacy for the 21st century, 2006). As I said visuals are very important for visual learners to learn. Indeed, I suggest to use a short video that displays something relates to the topic because students will enjoy watching it and at the same time, they will obtain some input that can scaffold them during while reading stage, according to Wright “Many media and many styles of visual presentation are useful to the language learner.