Oasis Reflection

It has influenced me to use some of the activities, stories, and projects that we did during this course. This course taught us a lot of helpful classroom projects that will have the students reading but also learning a lesson with most of the stories. This has influenced me to be on top of my grading, to manage my time when in the classroom, and to involve the students as much as I can. I plan on implementing all of the books that we did a log over because they are all fun and of the age of students I want to teach. I enjoyed the books that we read now and when I was younger so I feel they will be great to share with my students some day.

Daywalt took an item that children use on a daily basis and created a conflict that they would understand. The theme, as previously discussed, is successful in teaching a lesson without stating it obviously. This makes the book perfect for read alouds in classrooms from which teachers can create extensive lesson plans for an elementary class. Middle school teachers may also use this story because of the mature nature of its theme in a fun and humorous way. Both adults and children would be attracted to this story as a buyer.

After we constructed our essays, we had to complete a peer review activity. I enjoyed helping people look over their essays and give them suggestions on how they could improve their essays. The peer review activity made me open my eyes and see that I enjoy helping

Reading journals, someone’s own writing of what they are doing or going through, helps people understand better. It also helps students realize that it was real and isn’t just something people created over time to be

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

Jasmine and Weiner (2007) believe that the writing process needs to be introduced to students as early as the primary level. While incorporating writing workshop in their study, the main goal was to examine the writing process in first graders while helping to support them and become independent writers. The researchers found that the writing workshop program helped increase the independence and enjoyment for writing in the first grade students. At the start of the study, students frequently didn’t know what to write and had a hard time coming up with topics, but over time, they began to look forward to it, felt they were better writers, and wanted more time in the workshop (2007). Tracey and Headley (2013) took on a different approach

One example of working in my AIW group is when a colleague brought a tigers lesson for us to score where they were teaching the concept of compare and contrast. Through looking at the task and other materials provided then scoring the task, it was obvious that the students understood the basic concept but weren’t digging deeper to in what they read A suggestion I had to increase higher order thinking was to take a place that the student knew well and have them compare and contrast to the main setting of the book; the book’s school to our school, the city in

Another quote that supports is, “I believe being able to connect with students is only possible after learning how to connect with oneself.” This shows that it is good to connect with people and find out who they really are before you judge them. The last supportive quote is, “I believe that a good teacher eventually learns to welcome the child who will push her explode button, trample on her last nerve and ultimately expose a deeply hidden flaw.” This shows that even people that annoy you, you should tolerate because after time it will be easy to ignore them and become friends with them instead of hating them for their flaws. Throughout the text there are many words that set the tone.

I have included a sample of a reading guide and subsequent lessons that we used to support the reading of Harry Potter and the Sorcorer’s Stone. This book is appropriate for Middle School aged students and the students were allowed to select the novel leading to high student

Some positive feedback the teacher would receive was a head nod every once in awhile, but from only one or two students. The teacher also did receive some negative nonverbal feedback, in that some people were working on the due lesson or the next lesson as she would teach. I think that the positive feedback from the students was noticed more by the teacher than the negative, as she was confident in her teaching and kept the attentive students listening and trying to understand the new principles of the lesson. Something the teacher would do was ask questions of the audience to see if the information was making sense to us.

Our Something from Nothing Unit was designed to help students acquire positive attitudes towards reading and books. Our goal was to make the unit as enjoyable for students as possible, while ensuring they are working towards mastery of the expectations from the Language Arts and Social Studies curriculum. With the goal of student enjoyment in mind, we chose the book Something from Nothing because we found that many students love this story and can relate to, Joseph, the boy whose belongings are wearing out over time. We began the unit by doing a read-aloud.

By implementing literature circle all the students are reading at their level and with people from their level. Forming reading level groups, will help those students that need extra time reading to take their time and be helped by those of their level. Also, it helps advance readers will be challenge with a higher level of vocabulary that will be introduce in the reading. In classes I have observe this method of teacher is implied, but all students are reading the same books. The only different were the reading assignments were modified based on their academic level.

The next step was going over how to describe students viewpoints by focusing on the characters actions, how they feel, and what they see through the story. When reading the book, I insured to make pauses

While taking English 090, I have learned to overcome this fear. Getting feedback from others during workshop days was very useful because I received tips on how to make changes to your paper to make it stronger. This gave me the opportunity to practice my critical reading/thinking skills by actively reading our partners papers. This also gave us the freedom to leave remarks in the margins of others’ essay to not only help them, but help ourselves learn. While writing the unit 3 paper, I got to practice and meet the course objective of actively reading.

Richard likes Mrs. Paris a lot the students writing can tell you what they look for in a good teacher. Students can write about how they would feel if they were Richard. They can write a letter to Richard giving him advice about what to do in his