Answer: Shapes are in my home, in school, on the playground, in the store, etc. Opening: The teacher will take 2 minutes to read the book The Greedy Triangle by Marilyn Burns to the students. This attention grabber will not only focus the children’s attention, but it will also activate students’ prior knowledge about geometric shapes. The teacher will pass out the pattern blocks to each student at the conclusion of the book. Guided Practice: • Prior to the lesson, shapes cut out of construction paper, glue, scissors, string, hangers, and miscellaneous items have been placed at each table of students.
The teacher will say, “Please fill out the rest of your thinking log as you do your experiment; it is the same layout as the one we just did. So, you are going to write the independent and dependent variable, the research question, the constants, the data table, and your claim. There is also a spot on the fifth page where you will need to fill out how you did the experiment. The only part you will not fill out is the list of your classmates’ discoveries on the last page, we will fill that out after the Popplet presentations.” The teacher will make sure to answer questions if there are any. The teacher will then hand out one slip of paper that contains the independent variable to each group.
Small groups.com by Life way (2018) Retrieved 3/7/2018.Classroom rules the teacher will set the foundation in how the rules should be made for every child to follow on a daily basis. Students will be asked to repeat the rules answer write them down on paper so that they can have a chance to remember them. When doing one more question the teacher will indicate a rule to see if the children have been listening when going over the rules as a whole.Students will have about five minutes to complete the warmup question of the rule. Consequences that teacher will give the student consequences for their actions while learning in the classroom and then met with other children if the children knows the consequences they can learn on a higher level of their education. Students will know what every consequences and what they mean on a daily basis.
The teacher can show students a picture of a hat, ask them to say the word out loud, spell the word /h/ /a/ /t/, and next ask the students what the word would be if the /h/ in hat is changed to /b/, and the children should answer bat. Also, depending on students’ age range and function level rhymes, songs, games, and other activities may be used to teach substitution skills. For example, rhyming games and songs are a very popular way to teach phonemic substitution. Students can be asked to count out the syllables of a name, say the name, and create a rhyme for the
Teaching Children Mathematics, 20(6), 354-364.http://doi.org/10.5951/teacchilmath.20.6.0354 Can Kindergartners Do Fractions? Julie Cwikla Do prekindergarten students describing and illustrating their attempts at fair-sharing tasks exhibit a spontaneous understanding of fractions prior to formal instruction? This researcher shares her findings. This article is very interesting. The article came about when Julie Cwikla wanted to investigate children’s understanding and make observations about the precurricular partitioning nations that children bring to our attention.
Parent Handbook: Goals: Can identify 6 body parts from a picture. Says Full Name Sings songs and finger plays Can say and use 500 or more words Able to balance on one foot Identifies colors when asked (Red, Orange, Yellow, Green, Blue, and Purple) Philosophy: Our classrooms philosophy is play-based, the lesson plans and how we teacher grow and develop with the children as the year moves on. Different areas of development that we want to help progress and encourage are their literacy skills, social and emotional development, and their problem solving skills. We want to facilitate a love for learning and for education in all our children. They need to feel safe and we want to ensure they feel this way in all aspects of our program
The students will then place that definition under the flap that corresponds with the vocabulary word. I will continue this process until all of the vocabulary word flaps have definitions. Active Engagement I will then turn the students’ attention to the middle section of their lapbook. We will be creating a map for the fairy tale stories that we have been writing. I will use the class one to demonstrate.
If they are structured to support student-to-student or group interaction, ELLs are required to use English language to explain concepts and contribute to the work. This gives teachers an opportunity to gauge what the student has learned, and it also helps the student to demonstrate his/her progress in English language development. As an educator I can also informally assess for correct use of language structures and academic vocabulary. I will identify, teach, and post key academic vocabulary and structures for one content lesson each day because students need help to become more aware of how language functions in various modes of communication across the curriculum. My role is to make students understand well enough how language works and also to select materials that will help expand their students ' linguistic horizons.
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.
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
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).