What Came First, Reading or Writing? Thinking back upon my education in my early childhood years, school has always been the foundation to the learning process of my reading and writing experience. From learning the letters of the alphabet to actually being able to form sentences and placing my thoughts into words, I have learned the correct usage of reading and writing. But I didn’t understand the different concept of what it means to read and write until my senior year of high school. My AP English teacher taught me what it means to read and analyze work to not just overlook what the author has written.
He was an excellent student in math, and strive to do as well in writing and reading. His teacher Ms. Lucas tutored him in English. Even while he was recovering from surgery she still came to tutor him. His reading level that year rose two letters from a B to a D. She has since then passed away, and he wish he got to know her better. Devin accredits Ms. Lucas for him wanting to pursue a career in education, and become a teacher.
This was her response to the comment that was made about him and his friends talking about books during recess. After this conversation, the author continues on in saying that the mother is saying that he strives in school is because he is
If I expect both an accurate view of student abilities and a comprehensive running record, it is my duty to practice creating effective questions addressing all levels of comprehension! My final thoughts about children 's reading and learning are about the nuances between students that are so important to note as a teacher. I did a running record for two students and the differences between the students were astounding. One student read without confidence, while the other student, facing a similar situation (uncertainty of words, no previous experience with the book, no knowledge of me) read confidently. I felt obliged to assist the struggling emergent reader, while I felt that the girl, a beginning reader did not need as much assistance from
The senior class began the school year with a metamorphosis in the twelfth grade English program that would become the underlying theme for a busy and productive year. The students first focused on developing their college essay writing skills with attention on word choice, especially passive verbs and pronouns. The motto of the class became “Clarity is the goal!” After the shock of the a new teacher faded, the class studied the principles of psychology and the theories of Joseph Campbell through the various modern movies and the Epic of Gilgamesh. Next, the Honors class class delved into Kafka’s Metamorphosis and Shelly’s Frankenstein, while the World Literature class studied Egyptian mythology and various creation myths. After studying
I recently received my SEI endorsement and my ESL license is waiting on paperwork. However, I am currently acting as the ESL teacher in my school and I am unsure what my responsibilities are as an ESL teacher vs. being an English Language Arts teacher with the SEI endorsement. When I read this article, I noticed that many of the strategies mentioned are ones that I utilize in both my ELA and ESL classrooms. Therefore, I am curious as to how I can provide literacy services to my ESL students without overwhelming with the same content that they are also receiving in the Language Arts classes. I am asking this question as an ESL teacher with students who are currently in intermediate WIDA levels (high 3’s to low 5’s).
When looking at her school work and from the information that was previously gathered from sessions with Hailey, it was important to assess her as an oral reader, silent reader, writer, word solver, problem solver, and her comprehension. Using a variety of assessments and taking the new information and planning to help Hailey be more successful was important. Also, looking at how Hailey performs across academic areas was another clue to help her be a better student. To have a better picture of Hailey, she brought her academic folders with her to review some of her class work and writing responses, almost like a work portfolio. Hailey made it clear that Science and Math can be more difficult for her than other
Literature Overview By reading aloud and exposing students to cultural literacy, it allow students to gain new perspective from different cultures. This lesson requires five cultural diverse books that are central themed with the well-known Cinderella story. By examining these books, I hope that students will appreciate the cultures from Mexico, China, India, Persia, and Hmong. In addition, these books are fictional cultural diverse books that are fairy tales which will engage students to comprehend a story with a central theme, yet see how they can have different points on view influenced by culture, likewise these books mirror on comparisons and differences. Second grade students will be encouraged to ask and answer questions.
As a former English Language Learner (ELL) student, I remember my ESOL teacher using direct instructions when I first came to the U.S. through middle school and high school. The teacher used modeling freely and placing me in groups with other students that were fluent in both languages that helped with tutoring when I had a difficult time understanding the teacher. Through this process of learning I began to communicate and slowly learned the English language. As a paraprofessional at Hillsborough High School, I use similar direct instructional strategies for my ELL students because it helps me plan in advance what lesson the teacher is going to teach and it allows me to clearly present the lesson in both the English and Spanish language.
The reason why students should read more challenging novels are because they learn new things, and they could also learn how to act in a certain situation based on the type of challenging story they read. Many people also feel that this book is irrelevant to student’s lives. However, kids should learn what life would be like for kids at their age in a different time period. Like what was stated before, in a history class, when we learn about the history, we learn about the straight facts, not as much of the personal lives of people living in that time. Since the novel is showing the personal recollections of one boy in the time period, students can identify the similarities between the two lessons.
She supports her argument with a study on pre-med students on taking their first college chemistry course. Her study revealed that students with a growth mindset received higher better grades due to their study habits. Dweck quotes a student, “I went over mistakes until I was certain I understood them" then the author notes "they were studying to learn” (61). She shows the students ' study habits to illustrate her point that growth mindset is learning oriented. The author notes how the students go over any content they did not understand and go over it again until they did understand it in contrast to memorization.