Students require preliminary understanding of elements of an identified text/story (e.g. plot, conflict, climax, resolution, etc.). The learners should be able to close read the text, take analytical notes, make predictions, and create an opinion of the text. Additionally, students should be able to justify comparisons and personal opinions. Students will write a synopsis of each character, identify main events, and information important to the overall development and understanding of the story.
Mrs. Lanza would then reveal the grade she gave the response, hoping that each group fell within one point value and had relatively the same constructive criticism to give. Following this, students worked on independent writing assignments on MyAccess. Accommodations/Modifications: While working on evaluating student responses to the PRCs, Mrs. Lanza utilized the document camera to project the selected responses onto the whiteboard. In addition to visually seeing the responses, Mrs. Lanza also read the responses orally to ensure that students who had trouble seeing the responses could hear them instead.
#4 allows the students to explore the belief of the main message or theme of the story using their descriptions and illustrations to support their answers. My goal is to assess the students understanding of the questions that will be asked and the content area. I want my students to understand and comprehend the concepts and skills from the activities. For Knowledge & Understanding category of L.T. #1, I will include 1 multiple choice question so that my students will understand the importance of knowing what an illustration is, and why they are important in the text.
Listening: Students will listen to the teacher read the story and ask questions about the shapes in the book. The students will also listen to their classmates as they answer questions and talk about key concepts in the story. Speaking: Students will answer questions about the book. Students will also use the vocabulary to describe the building they made using the different shapes. Visual Representation: I will show the students the different illustrations of houses in Esta es mi casa by Arthur Dorros and the pictures of different shapes in La forma de las cosas by Dayle Ann
Nowadays, there are a number of different types of assessments used in the classroom. Students are quizzed, pre-tested and tested and they are required to write essays, fill in the blanks and answer multiple-choice questions. These assessments are given by teachers as a method of determining whether or not the student has gained mastery over the content that is being taught. Individuals who teach reading operate in the same way. Given that one of the primary goals for teaching students to read is for them to comprehend the materials they read, teachers must devise a method of assessing whether students, in fact, understand what they read.
Mostly through simple presentations regarding the basics of the lesson. It could be potentially said that multimedia was under used to better provide examples and learning to the students. For example, incorporating multimedia into discussing risk management (one of the unit subjects), what could potentially happen and how you could prepare in advance would certainly help the student better understand the content they’re working with. Assignments While working on assignments, some better pre-done examples might be beneficial to the course room learning. Not just the template explanations but actual instructor approved write ups of the assignment.
• Note the grammatical complexity of the writing. The feedback strategy used for this lesson will be “Tweets about today’s lesson” where the students will “tweet” about the lesson and can answer either what they learnt from the lesson, what they did not know or what questions they might have. (Presto Plans, n.d.) The feedback strategy can inform the student on how students understand and where they can learn more. The “tweets” can then be put up on the wall for the students to go back to and when they understand something they were unsure of previously, they can replace it with a new “tweet” or add it to their previous “tweet” to see how their learning has
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).
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 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. By analyzing how the students studied, this proves that growth mindset students focus on learning instead of mindlessly remembering information for their next test. This supports her claim that growth mindset students gear themselves to learn and understand not to focus on achieving a high grade. This study connects with an audience of students. The connection the author forms with the readers is similar to a student taking advice from an upperclassman.
Having students fully engaged with a text to achieve meaningful learning requires some components be put in place. The text must be on their appropriate instructional reading level, so as not to frustrate them. The students must have the skills to read and then critically analyze the content. To do this, students must usually have scaffolded instruction on how to analyze a text, for example how to make inferences or connect a topic to its real word application. Students also must have the opportunity to discuss with others the text to deepen their understanding by using others points of view to help deepen their own understanding.
Drawing inferences is like “reading between the lines.” Students do this by using their prior knowledge and the information that is provided. Students make inferences without even realizing that’s what they’re doing. For example, when I have read a book I thought well he/she should have ended like this or that, that’s because I drew on inferences and already was thinking of some outcomes of the story. This is a way to make sure all students are understanding, share ideas that some may not have noticed. When students are guided to infer continuously as Reading, they will be able to think more deeply when they read independently.
This was to help students understand that written language is meaningful, gain an understanding of text structures, and see what fluid reading looks and sounds like (Bainbridge & Heydon, 2017). The purpose of the read-aloud was also to help students work on the three receptive dimensions of language and literacy(Listening, Reading, Viewing). Along with the read-aloud, students were to bring in an artifact to share with the class. The purpose of this was to help them relate their lives to the story. When students see a connection between themselves and a character, they seem to enjoy reading more than when they do not see a connection.