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.
As soon as students get in they set up their assignment’s to be check by the teacher. She walks around and check that. After that she takes attendance. After that she double checks absences with the students. Right after that she starts teaching, but before doing so, she restates classroom rules.
PARENT-TEACHER CONFERENCES We encourage conferences, including the student, his/her teachers, parents and a counselor in order to seek constructive solutions to academic problems. Parent- Teacher conferences are schedules every quarter to keep the Parents updated about their child’s progress. Conferences may be arranged through the Counseling Office. Individual teacher conferences may also be scheduled by contacting the receptionist to arrange the appointment with the concerned teacher. Parents can also contact the teachers via “CLASSERA”.
TQ: “What do we need to find out and record?” Allow students to select a range of objects found in the classroom or the playground and record what it isit in the first column of worksheet. Predict: Students will predict whether the object is going to float or sink and circle the appropriate word in the ‘predict’ column. Teacher asks them why they think this will happen. (See worksheet Appendix I). This gives the perfect opportunity to identify any misconceptions and also to discover their understanding of floating and sinking.
Ridenour (2006) tried to examine gender-awareness training as part of a school administrator preparation program and its effects on students preparing to become school leaders and the main purpose was investigating whether the students who took this course, became more aware of gender discrimination, power differences and gender stereotyping, or not. For starting qualitative study, 122 graduate students were chosen for attending in a cultural diversity course maintained journals of their experience at the University of Dayton. The authors kept records of teaching the course and selected written assignments given to the students, according to Interstate School Leaders Licensure Consortium standards, which drive reform in school leadership. To sum up, the results of qualitative study were becoming obvious of gender stereotypes, students’ showing greater awareness of gender discrimination and power differences based on gender, exhibiting the importance of gender-biased language and students’ changing practice in the classroom toward more gender
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.
The teacher asks the students to turn and talk to the person next to them about what they learned or explain it to someone who doesn’t understand it. In the classroom there’s a list of words the students will learn throughout the year, every night they would get new words and at the end of the week, they would get quizzed on a set of words. The teacher has an annotation chart that has different things that students can do. For example, if the students have a question about their reading they can put question marks next to it and more.This helps the students understand the reading much better and this also helps the teacher know the students need help with. There were many students who wouldn’t listen and would just be laughing, getting up without asking and disrupted the class during the lesson they would lose their recess, However if the students were doing
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.
Afterward, I classified students with a disability in each class and prepared a summary of their needs. Then I arranged a meeting with teachers, specialists, and SEN department. In this session, we analyzed each student with the disorder, support, and adjustment they need. These methods allow the regular teachers and educational staff to have knowledge about students they are expecting throughout the year. Also, I prepared the general assessment for these students to evaluate their need for each topic to adapt the course based on the result.
Table 1. Evaluation of the didactical material. Step Dynamic evaluation Pre-Test questionnaire and plasticine use A questionnaire containing seven questions was orally presented and the responses about students' preconceptions about arthropods were recorded and transcribed. Plasticine was offered to both visually impaired and non- visually impaired students so that they could represent arthropods according to their preconceptions. After that, they shared their models raising discussions about the anatomy of arthropods and their importance to the environment.
Lanza during this class period was the modeling method. That is, since the classes were preparing for the PARCC exam, Mrs. Lanza had her students complete PCRs and then graded them as a group according to PARCC standards. This allowed students to see just how grades are determined for PCRs and why they are given the grades they receive, and encouraged students to think like a PARCC test grader. As a result of this teaching by modeling, students were able to see both good and bad responses and why they are considered as such. This allowed students to walk out of class having a better idea of how they will be graded on the PARCC and how they can work to specifically improve their writing
The teacher will then read the community helper cards, asking the students the questions for “Who Am I?” based on the descriptions as in samples listed above. When the children ‘guess’ the community worker, the teacher will display the community helpers card, which includes a picture of the community worker and its description of details inside the pocket chart. The teacher would allow the students to choose which community worker they want to work on for their next assignment. Once the students have chosen their community worker, the teacher would divide them into small groups and each group will be given a box of books to read on the community worker that they have chosen. Once the students have read and researched about their community workers, they will be given another box and materials to paint and decorate for the building where their community worker works.
Then I build on that knowledge by working with the class on document A (see instructional material 1.1) then let the class work on the rest of the documents in pairs. Through this method student are shown the material, and the work is modeled for them giving students a better understanding of how to read the documents (Bruner). Allowing students to work in pairs allows for peer learning allowing students to work together, and for students who are accelerated in the class to help those who are struggling with the material (Dewey). This also me to walk around the room, and help groups who are struggling allowing for easier monitoring of progress towards the learning target. Lesson 2 starts by comparing, and contrasting FDR’s handling of Japanese Americans, and how Trump wants to handle immigrants (see instructional material 2.1).
Assessment and/or Outcomes: • Students will be informally assessed during the group work. The teacher will circulate around the classroom to make sure those students have an understanding how the events and people in the situations develop over time. • Students will be given a formative assessment based off of their answers with the definition of terrorism handout. • Students will be given a formative assessment based off of the Group Work Rubric. Students will be graded based on how well they are able to work together to draw a conclusion from their situation(s).
Guided Practice PERFORMANCE TASK(S): The students are expected to learn the Commutative and Associative properties of addition and subtraction during this unit. This unit would be the beginning of the students being able to use both properties up to the number fact of 20. The teacher would model the expectations and the way the work is to be completed through various examples on the interactive whiteboard. Students would be introduced to the properties, be provided of their definitions, and then be walked through a step by step process of how equations are done using the properties. Each day, the teacher would review the information and equations that were taught the day prior, to ensure that students have a clear understanding and are ready