This test will let him see how much progress each of his students have made, and which words they still need to work on. 3. How should Adrian determine which children should be placed together in guided reading groups? Is there more than one way to group the
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.
Strategy Instruction and Rationale: During RTII time, the teacher will conduct small group instruction about fluency. The teacher will work with a group of students that are all on the same reading level as Rose. The teacher will use a passage that Rose and the other students have already seen before and that they all have had a chance to read aloud to the teacher and practice at home. The teacher will hand out a fluency checklist and allow the students to look over the checklist before they read with the teacher. The students will read the passage to the teacher and get “graded”” on their fluency rate, based on their handout.
LDC-5d 3.With prompting and support, students will use books and other media that communicate information to learn about the world by looking at pictures, asking questions, and talking about the information. LDC-9j 4. Students will associate sounds with the letters at the beginning of some words, such as awareness that two words begin with the same letter and the same sound. LDC-12i
As a class, we talked about the Ted Talk and we discussed and analyzed the speech. At the end of the lesson for their independent work, I played the Ted Talk again so the students could use the template to write their own summary. Since the students had the template to work off of, the summaries were written well. I felt using the Ted Talk was a great way to keep the students engaged in the activity. The last lesson for the interactive notebook was about writing and structuring an
If I teach English someday, I want my students to learn how to express themselves when they write. It would be exciting to be able to sit down and read my students papers. After we constructed our essays, we had to complete a peer review activity. I enjoyed helping people look over their essays and give them suggestions on how they could improve their essays. The peer review activity made me open my eyes and see that I enjoy helping
Zoharit wrote a Do Now as soon as she walked in the class. She wrote a long sentence on the board and asked the students to write questions that the answers for them are in the sentence. Some of the students were late or had difficulty writing, so Zoharit gave a short explanation about Wh questions and wrote different Wh question words on the board before the students started writing. The Do Now is a great way to get students into “studying” mode and it also gives the teacher time to check attendance. Zoharit also writes on the corner of the board the names of students that finish first, for extra motivation.
Teachers should encourage students to study their handwriting and be self critical. They should analyze common faults in writing by writing down several common faults on the board. Teacher can give students a small reference chart to serve as a constant reminder for the cursive scrip in upper and lower case. Teachers are supposed to remember that improvement in handwriting skills can bring self –confidence (Hodge,
The sequence in this approach is to prompt the students to find the rules after being exposed to examples. The teacher tries to help his students by showing them a series of examples then guide them to guess to which rule the given examples belong to or deal with (Mautone 2004). " an approach that starts with exposing students to examples of language use or even an immersing them in the use of the target language items and then prompts students to generalize the patterns of the language " (Thornbury, 1999, p180). In the same context, Azmi and Hanna cite that the inductive approach refers to “the style of introducing language context containing the target rules where students can induce those rules through the context and practical examples”. (2008, p.3).
5. When the students are done, I will check their spelling and handwriting and have them create a final draft as well as illustrate their writing. 6. After they have completed their final draft, they will then share their story with their classmates by reading them aloud. Modifications: English Language Learners (ELL) Some of the main characteristics include, but are not limited to: • Copy and repeat oral instructions, questions and modeled responses • Rely on visuals and diagrams to understand and communicate • Rely on first language • Require
By only focusing on the characters viewpoint would have helped the two students understand what to look for. Also, by writing on the board the student’s answer will help students look back on the answers. When working on their group they could have gone back to the example, and refocused themselves on what they should be looking when thinking of the characters viewpoint. Being visually creating in the beginning of teaching the lesson would have avoided students to become confused when working with their group
If it has changed why has it changed? If your definition has stayed the same why did it stay the same?” Application: • The students will research and bring in one article that describes the actual event of their situation. • The students will read the article using close reading strategies. • They will do a PIN reading which is they record something positive, interesting, and negative from what they read. • “For homework tonight your job is to research the situation that you and your group examined closely.
Mrs. Lanza would then reveal the grade she gave the response, hoping that each group fell within one point value and had relatively the same constructive criticism to give. Following this, students worked on independent writing assignments on MyAccess. Accommodations/Modifications: While working on evaluating student responses to the PRCs, Mrs. Lanza utilized the document camera to project the selected responses onto the whiteboard. In addition to visually seeing the responses, Mrs. Lanza also read the responses orally to ensure that students who had trouble seeing the responses could hear them instead.
Prior to the formal assessment in lesson 2 teachers will be able to progress monitor student’s learning by having them fill out the story structure graphic organizer where students must list a characteristic about one of the main characters with evidence to support their answer that their group discussed. They will also be given a story structure graphic organizer to list characters, setting, problem/beginning, middle, and end of the story to see if any re-teaching is needed. After reading the book Isabel and the Hungry Coyote, by Keith Polette students will be given the formal assessment that is the same format as the informal assessment where students will list a characteristic about one of the main characters with evidence along with listing