Secondly, the student will know from the teacher some connectors, especially those who show contrast and addition, the difference between them will be clarified and also the use of punctuation. 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. The study title was: An Investigation of the Impact of the 6+1 Trait Writing Model on Grade 5 Student Writing
They treat Ann totally different, Ann’s husband is treated with respect by her parents, and they are economically stable with their own money. 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. My parents are the
The instructions are repeated a few times but with variance in order for all students to gain an understanding. 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.
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? What knowledge do I have that relates to the information in the text?” Miller, 2002, p. 57).
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. This email is often followed up with a clarifying conversation if either party feels it necessary. At this time, our walkthrough plan does not include a built-in post conference opportunity.
After the feedback, teacher distributes the papers and parents will attach it in student’s exercise book before they come to school on the following day. 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.