Zoharit also writes on the corner of the board the names of students that finish first, for extra motivation. When most students are done Zoharit checks their answers and adds questions on the board with the help of students. Zoharit writes an additional sentence on board and asks the students to write 3 questions that their answers can be found in the sentence (beginning with when, where and how many). The students are quite while working since doing the same type
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 implementing literature circle all the students are reading at their level and with people from their level. Forming reading level groups, will help those students that need extra time reading to take their time and be helped by those of their level. Also, it helps advance readers will be challenge with a higher level of vocabulary that will be introduce in the reading. In classes I have observe this method of teacher is implied, but all students are reading the same books. The only different were the reading assignments were modified based on their academic level.
Entry #2: Date and Time: Friday, February 17, 2017, 9:00 a.m. to 12:00 p.m. (3 hours) Task/Activity: Students in both classes started off the class by taking their weekly spelling test. Following this, both classes examined prose-constructed responses completed by fellow students (although responses were kept anonymous). Students would then work in groups to grade the response according to PARCC standards. The class would then come back together as a whole, with each group discussing the grade they gave the response and why. 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.
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.
The teacher will then hand out one slip of paper that contains the independent variable to each group. If a group gets a slip of paper that says thickness of paper, the teacher will need to give the group different types of paper. The teacher will also give each group an iPad so, they can create their Popplet. The students will be given time to work on their experiment and to collect their
Each group has to set-up its own stand. And present all the cultures traits that define that specific time or celebration. (costumes, food, music, dances, literature) to their classmates. During the presentation each student will make an oral presentation of each trait and finally they will present an example of it to the class. EVALUATION: Teachers will evaluate the use of taught vocabulary and grammatical structures, throughout the presentation.
In the **** I could have added a visual for them to look back at. Choosing a character all students were familiar with would have helped them understand how to use the given information to understand the characters viewpoint. Referring to a book the students have recently read and only focusing on the main character would have been a *** example. Starting by going over what occurred in the book, and reflecting about the characters viewpoint through the story. By only focusing on the characters viewpoint would have helped the two students understand what to look for.
The teacher would make six of these little homes on a worksheet and have different numbers and equations for the students to solve. One more activity that I would have the students work on to help retain the Commutative property of addition is a cut and paste worksheet. For this worksheet, students would have 8 treasure chests with an equation in them; for example, 4+3 and they would need to cut and paste which equation from the bottom was equal to the one listed above in the chest. (4+3=3+4). Students would then be able to color the different treasure chest.
The student needs to meet all of the criteria to meet for the teacher to mark that the skill is present. Follow Me: The teacher will ask the student to read a short, grade appropriate reading passage. The teacher will ask the student to track the words while reading the passage. The teacher will note if the student was able to correctly track while reading by recording if the skill was present, not present, or
Drawing inferences is like “reading between the lines.” Students do this by using their prior knowledge and the information that is provided. Students make inferences without even realizing that’s what they’re doing. For example, when I have read a book I thought well he/she should have ended like this or that, that’s because I drew on inferences and already was thinking of some outcomes of the story. This is a way to make sure all students are understanding, share ideas that some may not have noticed. When students are guided to infer continuously as Reading, they will be able to think more deeply when they read independently.
Reading Strategy File One #1: Before Reading Strategy Name of Strategy: Anticipation Guide Description of Strategy: Anticipation guides prepare students for a story or a text. Anticipation guides help to motivate students to read a story, build curiosity and help students predict what will happen in a text or a story before beginning to read it. Anticipation guides also help students to self-monitor their own interactions with a text or story. A typical anticipation guide will invite students to state an opinion or predict something about the main ideas/themes in a story before they begin to read. Students are encouraged to use their prior knowledge and backgrounds when making these predictions.
She separated the class into partners and later on in the activity the partners had to form a group by joining other partners because of the amount of blocks the activity called for. The students also provided feedback when Ms. Kapeller would ask the class what the answers were to the problem they were working out with the blocks as well as thumb ups and downs to check for understanding. After the blocks, she used classroom objects as example of area and perimeter and she had the students find small rectangular
As the students are reading, the mispronounce words are circled and are given the worksheet to practice at home. The students could practice the worksheet by themselves, parent, or guardian. The students will need to pass all three steps to move onto the next level, and each level will become harder. My goal for the second graders is for