When I entered the 1st grade classroom the students were getting ready to gather on the rug to read Caps for Sale by Esphyr Slobodkina's. Immediately I knew this lesson was going to be top-down lesson. The teacher used a variety of ways to get the students to use their background knowledge to learn a word. I felt as though the class was on task and comprehending everything that was being taught. The 1st grade teacher started the lesson with what the students knew about monkeys. She asked them many intriguing questions about where they lived, what they liked to eat, and how big they were. The students were excited about this topic because they were all wanting to answer the questions. The teacher then went into introducing the story, Caps for Sale by Esphyr Slobodkina's. The teacher asked questions about the book as she read to the students. Once the students were finished reading the story they returned to their desk to work on a worksheet with the letter M where they had to write the different words that started with m and color the pictures. They …show more content…
When she asked the students questions about monkeys there were some students who did not want to answer when she called on them. I feel as though maybe those students did not have many experiences like the other children did with seeing monkeys in the zoo or on TV in the jungle. I noticed that instead of giving more insight to the questions about a monkey to help their schema she just moved on. If she would have used that moment to discuss the topic more even if it was review for other children they would have had a better understanding of what she was looking for. Although that was the one thing that stood out to me the lesson seemed to be well planned out and the students were able to use their comprehension and decoding skills to get through the
One by one they recited their stories. They walked into town happily and enjoyed one anothers stories. They were so caught up in each others stories that they had not even realized their surroundings. As the stories were told and the time passed dark was turning day. At night many surrounding neighbors heard the constant chatter and laughs from the sidewalk,
During her first day of school, the teacher presents every student with a book. Cassie sees that they are old and tattered and is not that excited, but then she sees
One thing students at the University at Albany probably don’t know is available to them is the Miriam Snow Mathes Historical Children's Literature Collection at the University’s Science Library Archives. This wonderful collection of children’s books was established in the 1920’s and has been collecting the first editions of children’s books dating back to the late 1800’s. The collections provide a window into the past, giving scholars a chance to see how people tried to teach children of the past. The genre of children’s book is a strange one.
The first classroom I visited was a geography class. The topic of the week was Christopher Columbus’s voyage to the Americas. The teacher began the class with a welcome and a review of their homework. They went over the homework as a class and reviewed the material. The teacher used a powerpoint with discussion questions
The reason was because in most children 's books I have read are all based on lessons, in which it made me stay away from reading because it was so boring. As the session ended, it made me rethink the importance of writing and reading and how different approaches can to lead to
34-36. Rpt. in Short Stories for Students. Ira Mark Milne, Ed. Short Stories for Students.
From Mrs. Cullen assigning the narrative, putting my thoughts on paper, and reading it to the class, this has been a traumatic experience. “For your first assignment you will compose a personal narrative and read it to the class. Like my pinto story, your narrative should be creative and unique. It can be on any event but remember to have fun.” Mrs. Cullen told the class with excitement.
I would one day like to show how these experiences will influence my teaching strategies. The first book I have ever read was a Dr. Seuss storybook in kindergarten. kindergarten teacher called Green Eggs and Ham. My experience with reading this book was good because I
Daywalt took an item that children use on a daily basis and created a conflict that they would understand. The theme, as previously discussed, is successful in teaching a lesson without stating it obviously. This makes the book perfect for read alouds in classrooms from which teachers can create extensive lesson plans for an elementary class. Middle school teachers may also use this story because of the mature nature of its theme in a fun and humorous way. Both adults and children would be attracted to this story as a buyer.
From all the diverse backgrounds, learning styles and needs in the program, there were many obstacles that I had to overcome to create a lesson that would
While in the first grade classroom, I was able to form a great relationship with my mentor teacher that allowed me to be very hands on with the students throughout the semester. Among many things, I learned how to run an educational circle and calendar time, worked with small groups of students to improve reading, provided practice spelling tests to students, assisted students in developing their writing abilities, and implemented the class’s behavior management plan. While I worked with the fifth grade
They are asked to wait to learn the answer to the query the story has opened, but the wait feels unbearable. They are left with a feeling of anxiety,
In Donald Barthelme’s 1974 short story “The School” revolves around a school that has many unfortunate events with trying to keep things alive. The narrator is a man by the name, Edgar, who is a teacher of thirty students. Edgar describes to the reader about catastrophes they have had with their class pets, projects and, family members. The story itself is broken into three parts, at the beginning of the story the scenarios are light-hearted and even funny. By the middle of the story, or the second part, the descriptions become deeper and darker.
Each lesson was different and had different instructions, but the material was the same. On the first day that I observed the students had to complete a short worksheet. Half of the piece of paper was a short story called, “Sam the Snowmen”, and the other half was questions the child had to complete about the story. The teacher made them read the story three times, and to keep track of that number, the students filled in a star after each time they read it.
My first reaction to having to read True Education by Ellen G. White was “oh great, I have to read another Ellen White book.” Throughout my life I was preached at about how Ellen White said such and such, meaning if I do not follow what she says I am a rebelious and unrighteous person. With this being said, I am glad that I was able to put my negative thoughts aside and dig deep into the topics, because after reading the book I have gained some new ideas and perspectives on how to go about educating in the classroom. However, I am only going to focus on the few that really stuck out to me. Some of them being able to comprehend the nature of human beings and their purpose, using several different teaching tactics, and the need for teachers and parents to work together.