After that, the meaning of the connectors will be explained with examples; this will help the student to identify the reason why the connectors are helpful. Then the student will complete a grammar activity using connectors, this will be provided by the teacher. Finally, the student will use the connectors to express what she did in her last vacation, the student will have some time to write a paragraph and then she will read it. Additional material will be provided to Paola as an extensive learning such as web pages where she can keep practicing the use of connectors.
I chunked the text chapters, for assigned reading, to discuss topics and characters at specific and appropriate times. Scaffolding will be utilized to aid students in understanding the development of the text. For example, the class will begin with large group discussions lead by the instructor, slowly as the book advances students will discuss topics/characters with small groups, each student leading a different character, and we will end the unit, with the class discussing the reading lead by the students. The instructor will do limited discussing, letting students share ideas with their peers and building ideas off one another. Finally, all materials that are presented to the class contain an image to direct students’ attention to important details.
The mentioned study practiced a group of teachers for two days on modeling (6+1 Traits) and how to evaluate their own pieces of writing. Then, the trained teachers applied the traits in classrooms with students by having students write narrative, descriptive, or persuasive pieces of writing. Next, the researchers compare the results of the teachers in the workshop with the results of students in classrooms. Another methodical study prepared by Michael Coe - Cedar Lake Research Group - in the U. S. DEPARTMENT OF EDUCATION.
One will also learn the rules for affluent parents and productive children. Response At the beginning of the chapter, it discusses how parents often give money to their adult children who are unemployed or do not work.
Then I ask the class to reiterate the directions to me. Additionally, directions are written on the board as they are given in a step-by-step method (McGrath, 2007, p. 67). Students are then asked if they have any questions about the lesson. Generally, one or two students do raise their hands to pose a question for clarification. However, to make sure the directions are understood I will call on a few students, one at a time, to tell me what I need to do in order to accomplish the task.
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.
Mind’s Eye strategy could be one of their best ways to solve this problem. This strategy can develop students visualization and improve students reading comprehension as the technique includes students memory and asking them to be more critical in giving their perception and prediction. According to Silver, Strong and Perini (2007) mind’s eye is a reading strategy that is used by the teacher to improve students critical skill of the words on the page into memorable images. When the students read about a text the students will combine their background knowledge with the information that is gotten in the text. In addition, Sejnost (2009) states that this strategy is started by the students who listen to the keywords which are mentioned by the teacher and then attempt to visualize what are they hearing by making pictures in their minds.
Activating prior knowledge and making connections before, during, and after Reading: Learners need to be taught to use their prior knowledge to help them understand a text. They must use that to interact. Students need to be explicitly taught to make text-to-text connections, text-to-self connections, and text-to-world connections. Students need to learn to ask themselves, “What book have I already read or movie have I seen that relates to this text? What is similar to my experiences and the experiences presented in this book?
By using graphic organizers, Endacott and Brooks state “when the affective component of historical empathy has been emphasized and examined, students have demonstrated various forms of care for the subjects of their study.” Along with enabling students with historical empathy strategies, the history professional learning community must focus on building literacy skills by using common reading and writing techniques such as close reading and comprehension skills. As a professional development opportunity, the teacher will spend time in the English Department’s learning community to gain relevant reading comprehension strategies. Feedback Once the walk-through document is submitted, teachers receive instant feedback.
The teacher also records the result in a specific document file provided by the grade coordinators. This class test is designed with the following types of question. • Short Answer • Draw and Naming • Long Answer • Matching Analysis of the assessment instrument To analyze this assessment, it is important to identify what opportunities are provided for the students to manipulate their cognitive process at divergent levels. Moreover, how much emphasis is made on to have balance is also a key aspect of this canalization.
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 class would then come back together as a whole, with each group discussing the grade they gave the response and why. 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.
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
Then, a child is shown site reading. While the child is reading, the teacher/instructor is keeping track of if and how many errors were made. She also kept track of how long it took the child to read the given paragraph. The next thing in the video, they interview a young student and ask him why he enjoys the directional education methods that they use in the classroom.
Then I build on that knowledge by working with the class on document A (see instructional material 1.1) then let the class work on the rest of the documents in pairs. Through this method student are shown the material, and the work is modeled for them giving students a better understanding of how to read the documents (Bruner). Allowing students to work in pairs allows for peer learning allowing students to work together, and for students who are accelerated in the class to help those who are struggling with the material (Dewey). This also me to walk around the room, and help groups who are struggling allowing for easier monitoring of progress towards the learning target. Lesson 2 starts by comparing, and contrasting FDR’s handling of Japanese Americans, and how Trump wants to handle immigrants (see instructional material 2.1).