My writing and reading process generally varies depending on its purpose. For class assignments, I mostly do my work in an environment similar to my class room. For example, I would work at a desk and begin with reviewing the assignment or prompt several times before I begin. When it comes to writing, I would often place my prompt at the beginning of my paper and I begin a series of brainstorms with bullet points under. Throughout my working process, I often come back to the top to refer to my prompt and my original ideas to compare my work and review if I am following through with it.
We also implemented a writing lesson each week that was combined into our pre, during, post reading, phonics, or sight words. For the last 5-10 minutes of each tutoring sessions, either Lynsie or I would read a story aloud to Reid. The story was at Reid’s listening comprehension level. The last week of tutoring, we retested Reid in the areas that he was weak in to see if our tutoring strategies had helped him to become a better
I normally spend a lot of time writing those notes. I have a good structure to the lecture like what I am going to do, a detail activities in lecture. I also set some quizzes based on that day's lesson and test the students. I often give feedback to students. I create the classroom environment so that I can test my learners as well as how well I am doing in the classroom.
Our instructor will also look them over to makes sure that we are on track. In the second portion where he talks about journaling he explains what he expects from an “A” level journal. He talks about length and how often they have to be but he also goes on to say, “The best journals lose themselves in problems and solutions that transfer from our class to other classes” (Backus 3). This relates to self guided learning in that we are able to look back on what we are doing and come to conclusion on how to improve based off of acknowledging what we need to work on and what we have done well. This is heavily emphasized because self-guided learning is good for critical thinking skills as well as better preparing us for the real world.
I then started on the preparation outline following the example of Monroe’s Motivated Sequence that you had provided us. I went to the tutoring lab to get advice and was given a few ideas to incorporate. Since the timing had been an issue for me, I again typed out the entire speech hoping that I would be able to adjust the time to fit into the requirements.
As I have learned how to conduct writing conferences, I know that the words that I choose to use will greatly impact my student’s learning. Questions such as, “What are you doing as a writer today?” will challenge my students to see themselves as writers and be able to think through their process of writing. (25) In addition, while teaching number talks, I have asked the question, “How did you figure that out?” (31). This shows the student that I care about what they have to say and how they solved a problem. I have learned in all the readings this semester and in every class how important it is to be student-centered.
Mrs. Heimer informed the class we were going to be split into groups to read different books. With a list of books to choose from we were told to list them in order of interest, but that it did not guarantee we would get to read the number one book on our list. I listed Touching Spirit Bear number one, and luckily, I was chosen to read it along with six other students. Everyday my group would meet in the back of the room during a certain period of the day. Each member of the group would take turns reading.
First of all, my first lesson is how to developing content. This is an extremely important part in the process of writing a well-developed essay where it helps the readers to understand what the writers trying to prove in the essay. In order to do that, all these supporting points and ideas are needed to be clear and understandable and support the thesis. Throughout the process of writing in ESL 273, I learn the method PIE method where using Point out, Illustrate, and Explain. I didn’t learn this directly in the class but I learn it through peer review with my fellow classmates.
While in the planning phase, I took several days to research my topic. I believe that taking a long time to research and read materials about my topic helped me when it was time to write the paper, because I acquired so much knowledge about my topic. Also in the planning phase I developed my outline as well. Writing an outline was extremely helpful because whenever I was unsure of what to write next, I just looked back at my outline. The only thing I did not do during the writing process was use note cards.
Starting off the year, I was and still am, very intimidated of a college level writing course. Since it was an engineering based writing class, my worries eased up a bit. When I attended the first class I didn’t know anything over the technical communication writing style. Slowly I developed an understanding over the writing style by reading the text book and other supplemental readings. When our group (Construction Management and Nursing) was assigned with the first group project, I was able to apply what I’ve learned so far in the class.
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