The teacher will repeat the steps with the second group of children. Closure: The teacher will briefly review the lesson by going over all key points about language development. Independent Practice: This activity will be done in class at the writing center. There will be 3 students and 1 teacher in the center. Only 1 student will be allowed to match each word with a picture.
In addition, review of the learning objective of the lesson at the beginning of the lesson and repeated /processed by students is necessary. The teacher is required to use the intervention curriculum the way it is written, however, research based strategies may be implemented into the lessons, as one method may not always work for all students. As suggested by Foorman and Torgeson (2001), a balance of instruction between traditional and literature-based instruction is most powerful, including all five components of literacy. Our reading program, Read Well, addresses a balanced instruction. Read Well, a comprehensive reading program encompasses phonemic awareness, phonics, fluency, comprehension, vocabulary, writing, and literature.
The tests only ask for knowledge or facts that the student can barely recall and when taking these tests they are taken on a school day and they take 2-3 hours to complete. Standardized testing began in the 1920s to test students ability but was renamed to Scholastic Aptitude Test (SAT) (Livia). The American College Testing (ACT) and the SAT are both used in the United States for college admission. However Swope and Miner believe that, “Standardized tests will never answer the questions of what our children need to learn to be leaders and informed citizens in a multicultural, ever-changing world” (Cole, Hulley and Quarles 19). However, there are other forms of standardized testing.
I will provide books with different cultural and languages, so children will have a sense of inclusion in their classroom. SLO IV: I invite children in my classroom to share and read their home language book. SLO V: I have learned from this class is good communication will help me to have better relationship with people that are around me. I have never known that the children’s earliest language experiences will be their first movements, their babbling, cooing, and speaking words will be precursors of their later language and literacy learning. Therefore, this course has impacted my thoughts about
I have also used technology to grade my papers using paper rater and I have used haiku to turn in assignments. I Now reflect on the task by doing the following: Discuss the subject content (i.e., What science or math concepts did you learn? What did you learn about argumentative writing? What did you learn about history?) Describe the process you used in completing the performance task.
The evaluation was divided into two broad categories Scholastic that looked at the areas which were subject specific and Co-Scholastic that included activities that were co-curricular like life skills, attitudes and values. The Scholastic evaluations was divided into Summative assessment to help analyse how much the students have learned after teaching through various medium like multiple choice questions, long and short answers , match the following , fill in the blanks and understanding diagrams in science . and Formative assessment to evaluate the students everyday learning situations during teaching to help identify gaps to help provide feedback to teachers to take remedial action which was done through various tools like observation, document analysis ,peer reviews ,self-assessment ,tests and the various techniques used were like projects ,assignments , activities , making of posters ,charts ,collages ,group discussions and seminars whereas the life skills looked at enhancing the thinking, social and emotional skills . The summative assessment are to assess skills like teamwork ,leadership skills , memory and understanding along with
Guided Reading is an instructional reading strategy during which a teacher works with small groups of children who have similar reading processes and needs. The teacher selects and introduces new books carefully chosen to match the instructional levels of students and supports whole text reading. Independent Reading time, when students choose their own appropriate books. Here, they can apply the cue systems and decoding strategies that they have learned during Shared and Guided
They also witnessed the promotion rates within the schools and linked to the development of the CAPT mean mathematics totals in excess of a period of time. A survey was well-arranged for high school instructors specified that the instructors from numerous adjacent and comparable regions do not overpoweringly provision the extensive practice of the standardized tests. They used both the quantitative and qualitative statistics which had contradictory consequences. Mapp and Kennedy address federal government through such laws as the Elementary and Secondary Education Act (ESEA), the 2002 No Child Left behind (NCLB) Act and the NCLB Act which was proven to involve all states to include their own traditional standards to be established yearly at the prime and lesser level of teaching. These authors discuss why antagonist
Some week’s books will be chosen from the classroom library, brought from home, or from a visit to the school’s Media Center. By allowing students to identify their particular book, you are providing each student with autonomy, which leads to the ownership of their education. By including prior knowledge, autonomy, diversity and routine, I will be able to determine the needs of my students, “This awareness provides you with knowledge of each child’s zone of proximal
After reading the essay, I can categorize how all my teachers informed me in my classes. In elementary and middle school, it was the regular, “Solve this, and get that” or “Just memorize this and you will be good on the test”. I would say I was in the working-class schools for those years. My high school experience was where all different teaching
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).
Students will be given a vast range of writings to learn from rather than the same traditional classics being taught year after year. Source B presents a list of commonly required books to be taught to high school students. This source compares the books used in public schools to private schools. The list of texts and amounts in which they are used in each school are extremely similar. Few examples of such novels are: Romeo and Juliet, Macbeth, Huckleberry Finn, and Scarlet Letter.
Dingess Elementary has been participating in Specific Personal Learning (SPL) since 2010 with the focus being the five components of reading: phonemic awareness, phonics, fluency, vocabulary, and comprehension. We also target writing skills, and math skills. The kindergarten students study phonemic awareness activities from Phonemic Awareness in Young Children. Students in grades 1st and 2nd are given a spelling inventory from Words Your Way and students are placed in groups according to the skills they lack. 3rd and 4th grade students are placed in groups to deal with their weakness on STAR 360 and the WV Summative Test.
Final Paper Melissa Phelan EDUC 302 March 11, 2016 Liberty University Compare and contrast the bottom-up curriculum and the top-down curriculum Both the bottom-up and the top-down curriculum are similar in that they have the same objective: teaching students to understand the text. They are different in the approach to teaching students to understand the text. The term bottom-up curricula refers to a reading model that assumes the process of translating print to meaning begins with children learning the parts of language (Letters) to understanding whole text (meaning) (Vacca, et al., 2015). The top-down model of teaching assumes that the construction of textual meaning depends on the reader’s prior knowledge and experiences
These measures employ a signal detection logic whereby subjects must recognize actual target items, real book titles, when they are embedded among foils, phrases that are not book titles. The version used in this investigation consisted of a total of 41 items: 25 actual children’s book titles and 16 foils. Some of these books were part of classroom reading programs, but the emphasis was on books that young adults would choose to read on their