Poe's Pie: Math Puzzlers In Classic Poems By J. Patrick Lewis

They will work in pairs or small groups and all students ideas should be heard and recorded in the illustration. An example is if no one ever washed a dish how would the kitchen look? Or, if no one used a trash can, how would the neighborhood look?

Tell the students that we are going to do a walkthrough to look at everyone’s work.

During this lesson plan, I will watch to see if the students understand how to communicate their ideas. If it appears as if they cannot communicate well through their stories, I will assist them by asking them questions differently in hopes to generate ideas for them without actually giving them the words/ideas that they need. If it still appears that they are struggling, I will make a note and watch these students more closely and work with them after I have seen their rough draft. I will also make a chart that includes all of the student’s names and make a smiley face () if they seemed to understand during the lesson, a check mark ( ) if it seemed that they need extra help but still understand the learning material, and a (X) sign if they did not get the lesson at

In order to make assessment data useful teachers must understand what information is being reported and determine if additional information is necessary to understand student performance. Specifically, for assessment results for students with disabilities, teachers would have to identify what accommodations were being used. Also it might be helpful to find out if those scores were included in the schools improvement index.

The cane toad, also known as the giant neotropical toad or marine toad, is a large, land based toad which is native to South and Middle America, but has been introduced to various islands throughout Oceania and the Caribbean, as well as northern Australia. Cane toads were introduced to Australia as a solution to cane beetles eating all the sugar cane crops.

I often find that young students are ignorant to the fine classics that came before them. They find them antiquated and without a second thought, write off any merits these fine works may have. I personally love classical literature. I have struggled with the thought of becoming a teacher, but I feel apprehension at the thought of having to speak to a slew of apathetic teenagers is terrifying. I would want to share my excitement of these old works with the students. I would want them to actually get excited about literature rather than dread having to read it. Various selections within this course have been captivating and could really show the young students that literature does not have to be boring or difficult. Literature can actually be entertaining and enlightening.

The period of time that I will be reviewing is coming from Mrs. Porter’s first and second grade ELL classroom. Pseudonyms will be in place for all students and teachers present in this description and story. On this particular day I was to help out at a literacy station. Stations are a regular routine in this classroom for all subjects, and the students really do enjoy this part of the day. It breaks up learning into different activities that are both individual practice and group work. On this day, I felt a little stressed and worried for Mrs. Porters students. The 4 children I was working with at this station were assigned a work sheet where they were to write “are big” or “is big” in the sentences below. Mrs. Porters class is extremely

Describe how you would adapt the strategy or activity you identified to meet the needs of the student.

A society where books are burned and reading is banned, seems like a far off dystopian land, but it's happening in America, and it's happening now. Books such as Ray Bradbury's ""Fahrenheit 451"" are being banned daily. The book, ironically, is about a fireman who runs away from society because he refuses to burn books and submit to a life without meaning. Although "Fahrenheit 451" brings up issues pertaining to controversial beliefs, it should not be banned because of it's educational value. By reading this book students are exposed to life lessons and experiences all within the confines of a book. Some parents may dislike the books provided at their child's school, but the books are there for the children, not the parents. According to Webster

Fluency is the ability to read quickly, accurately, and with expression. When students become fluent readers they must be able to recognize most words automatically and be able to identify unfamiliar words. Automaticity is when readers recognize familiar words without thinking twice. Students also must be able to apply phonics to decode unfamiliar words. Readers also should be able to break longer words into syllables because it is easier to decode them. Speed is how many words students can read per minute. Students are expected to read at least 100 words per minute. Students speed will vary depending on the purpose and the text complexity. Prosody is when students read with expression and with the appropriate phrasing. Prosody is

Providing print rich environments for children helps to promote a child’s ability to learn literacy by providing children with many opportunities for rich learning. Children need supportive classroom environments such as library centers, writing centers, and enriched play centers. Children need to have easy access to many books that are appropriate and interesting to them. Teachers should supply materials that encourage children want to write and have dramatic play areas set up in the classroom so children can have meaningful interactions with reading and writing.

Enhance Student Learning 1) Identify Student Learning Needs a) Throughout the year (ongoing) b) Tailor instruction to meet student learning needs c) Assessment data used to drive instruction/remediation 2) Support a) Identify neediest students/ Title I, ELL, SPED b) Identify student knowledge/performance gaps c) Share student information/common planning d) Effective use of support staff i) Title I ii) Tiered Instruction e) Measurable Difference 3) Consistent approach to reading and literacy a) Reading comprehension instruction strategies b) Staff communicate/collaborate, share best practices/common planning c) Writing samples 4) Increase students’ knowledge

Eisenman and Thornton (1999:81) define mentoring relationships as the assistance of a more informed person towards a less informed one. While classroom observation alone may be quite different than an experienced teacher’s mentoring, a few certain crucial lessons can be acquired. As I observed grades ranging from 1 to 6 at the Colleges Des Peres Antonins School and Sagesse Brasilia School, I acquired numerous points that can assist my growth towards being a more skillful teacher.

One of my areas of concern stems from what I have observed in the past five years of my student life. A majority of students do not have the basic ability to access content. Specifically, the weakness I have observed is the level of literacy. Students are usually unaware about how to extract relevant information from the irrelevant. I, as a student, have often observed that while reading a sentence, even if the students understand all the words, they have no idea as to what they are reading. I am curious about exploring the notion of conceptual change. I am intrigued by the idea of how students who are repeatedly exposed to a concept still do not understand it. How do conceptual changes involving changes in strategies regarding literacy affect students’ achievements in a classroom? What changes appear in their reading ability as they use conceptual change and various literacy strategies? What changes will students observe in their own academic development?

A good teacher should know how to engage students in learning activities and be able to respond to diverse students needs in the classroom. The classroom observations I have seen these past week has shown me examples of good teachers. In all the classes I observed the students sat quietly and were always ready to raise their hands and answer questions. In my kindergarten class all the students were really into their assignments and wanted approval of their work from their teacher. A good way I saw a teacher trying to keep her students engaged was giving them a time limit for how long they had to do the assignment before they had to present their results or move on to the next activity.