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
She mentions how most teachers use metaphor and analogy to teacher, and she uses these a lot in her explaining how to learn. The key ideas relate to learning are focus mode and diffuse mode; two different modes our brains use when we are learning. Most people are only familiar with focus mode, which is when you put all of you focus to what you are learning without any distractions. This mode is used when patterns are already there and when your brain knows how solve certain problems. Diffuse mode is different, this mode is used when learning something new.
I would prompt language from my students and ask them to write the answer. Meaning my students would not only tell me an answer they would write it as well. In addition, games and activities done independently or with peers; continuously modeling throughout the day, and writing what students say during discussions with the class would be the types of behaviors displayed to promote literacy. Read alouds would be held on the magic carpet placed in the center of the
Their evaluation sheets are based on the CELDT test, and it evaluates reading, writing, speaking and listening, and the general score. The school tested all levels in the entire district, and the Aides spent weeks doing these test around the district. Monica said she is advantage related to the other aide in the district because she stays in the Strawberry Point School the entire time, and then she have chances to talk with the classroom teachers, and share and collect information about the ELL children. She can give them extra material for the ELL students and hear from the classroom teacher what she should emphasis her lessons for specific groups. For example, the kindergarten kids that I observed are in the classroom that I used to work.
I learned about thinking intentionally through AP English Language and Composition class. From the beginning of class, we talked about intentionality, both in reading and writing. Reading intentionally means that you are thinking and questioning about how the writer uses that word, phrase, or syntax to build its argument, whereas writing intentionally refers to you are questioning yourself why you choose that word, phrase, or syntax to persuade your audience. In the past two months, I started to think of how the diction build up the tone of the writer, how each sentence and paragraph work rhetorically, and how all these elements together persuade the audience. For example, I would look at the syntax structure.
When doing this task I made sure to use real life example for the words, so they could get a better understand of the word. Once they start to recognize the words it was easier for them to spell and comprehend the meaning. I word have to direct the class to pull ou the book and make sure they were reading after they finish their work. Also, I went of many of the kids wam ups and exits tickets. Activity 7 During my time at the school I had to help students log in to there math program.
Today, many people can strongly feel the importance of people who can not only read English but speak in English. I think teachers should adopt other methods such as Audio Lingual method and Comprehension approach. When I was in Junior high school, some teachers taught English using Audio Lingual method. The textbook that I used at Junior high school had lots of sentence patterns. My teacher required us to repeat the sentences.
This program appointed me to a counselor who would check my progress in class on a weekly basis. This gave me the opportunity to ask questions regarding any subject in school. My personal counselor not only helped me to learn English, but she also helped me to become more confident in myself. She challenged me to try new things in school and to make new friends. She never doubted my abilities to succeed in school and constantly supported me.
I will share each rubric with my students before their final drafts are due so they know exactly how they will be evaluated and to clear up confusion or uncertainty. According to Carbery and Leahy, there are many well-documented benefits to using rubrics including: • Helping students learn more effectively • Students understanding the expectations of the instructors • Grades becoming more meaningful • Making is explicit what students are expected to learn • Facilitating self-evaluation • Promoting deep learning While I did use the state-provided rubrics as models, I made several modifications to each rubric in order to make them directly applicable to my classroom assignments. For instance, I added point values to each criteria on the rubric. The categories worth more points are the areas of the lesson that I find to be most important. These are also the areas that I will reiterate and emphasize to my students over the course of the unit.
With the help of relatives, we learned English and from then on we felt like the world was at our feet. The feeling of being able to completely understanding what someone is saying and having the ability to respond properly became my new favorite thing. Once we learned English many doors opened up for my brother and I. We were moved from ESL classes to regular classes so that we could further our knowledge. The first two years of school in the U.S. for me were spent trying to learn English, while my classmates were working on learning to write properly.
I, as a future educator, was able to relate this article to the students that I intend on teaching in the sixth and seventh grades. I realized through this that every “middle-school aged average” child should adequately be able to understand and incorporate the standards of the language arts within their everyday works (such as their reading and writing). It is important, as a future educator, to help students improve their language arts development, they must be taught in ways that they are able to comprehend the material being presented to them. Each child learns differently and I aspect to teach each child equally in order for the students to fully understand the material. I (as a future educator), plan on using the Common Core Standards in ways that the students will be able to improve both their reading and writing skills that will also allow for them to be prepared during college (once they reach the essays and papers they will face).
I am currently working with a first grade ESL student, and she is learning the alphabet and sounds. Mrs. Marasigan instructed me to practice the alphabet with the student and provided the flash cards. During the lesson, I pointed to the cards and asked the student “what letter is this” or “what sound does this letter make”? The student knew 24 letters and confused U and Y for V. The student will need more practice on the sounds because she produced the J sound for G, C sound for S and Q sound for W. The short term goal for the first-grade student recognizes the entire alphabet with the correspond sound. The long term goal is spelling simple words such as cat and dog.