The students will read the passage to the teacher and get “graded”” on their fluency rate, based on their handout. As Rasinski mentions in, Why Reading Fluency Should Be Hot! “an authentic approach to deep or repeated readings involves students rehearsing a text over the course of a day or several days for the purpose of eventually performing he text for an audience.” He also talks about how “this approach to reading allows students to make significant gains in reading with meaningful expression and to demonstrate greater comprehension of passages read orally and silently and allows them to fine greater satisfaction and enjoyment in authentic reading
The students will discuss their nationality, family values and other important factors of themselves. 27 minutes. Day two 1. The teacher will restate the lesson the students were previously working on and explain the entire class period will consist of their researching the student they pick. The students will pick out a computer to do the research.
Class: Pre-Kindergarten (4-Year Old Classroom) Unit: Language Development (Alphabet Word and Picture Match) Teacher: Ms. Zarie Baker Objectives: 1. Students will follow simple multistep directions with visual cues if needed. LDC-1m 2. Students will talk to themselves and others about what they are “working on,” what they are doing, routines, and events of the day. LDC-5d 3.With prompting and support, students will use books and other media that communicate information to learn about the world by looking at pictures, asking questions, and talking about the information.
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
As a class, we talked about the Ted Talk and we discussed and analyzed the speech. At the end of the lesson for their independent work, I played the Ted Talk again so the students could use the template to write their own summary. Since the students had the template to work off of, the summaries were written well. I felt using the Ted Talk was a great way to keep the students engaged in the activity. The last lesson for the interactive notebook was about writing and structuring an
I loved learning how to write a narrative and procedural essay. My teacher explained how to complete a narrative, and procedural essay clearly. I would love to use some of her teaching methods someday. It 's an amazing feeling to be able to write about an experience that altered your life. If I teach English someday, I want my students to learn how to express themselves when they write.
For example, use a KWL chart before reading and ask students to write what they know about the topic in the first column and then what they want to learn. This strategy in an efficient way for teachers because it supports them find out what students know before reading (Fogarty, 2007). For activating schema also I suggest to ask students to write something quickly about the topic, to measure their background knowledge about the topic and try to support them make connections between their background knowledge and their personal experience and then they can share information with their colleagues and learn from each other, so students will have input to understand the text better (Tompkins, Literacy for the 21st century, 2006). As I said visuals are very important for visual learners to learn. Indeed, I suggest to use a short video that displays something relates to the topic because students will enjoy watching it and at the same time, they will obtain some input that can scaffold them during while reading stage, according to Wright “Many media and many styles of visual presentation are useful to the language learner.
The last lesson on character development was on direct and indirect characters. The objectives for the students was to apply their understanding of direct and indirect characterization by filling out a direct/indirect worksheet with 80% accuracy. My instructional input started with discussing schema and inferencing and the importance of both in order to determine what some character traits might be. I then showed them a powerpoint that went over indirect and direct characterization and gave them some examples. As I was discussing, I supplied them with a direct/indirect characterization graphic organizer to place in their notebook.
He participates in the situation observed. He observes the students teaching and learning process of the Double-Degree classroom program to write the information of the observation. The researcher applies semi-structured interview, the interview is conducted after the teaching and learning activities. The researcher asks about what types of motivation the students have in learning English as EFL on Double-Degree program of Foreign Language Academy (ABA YW-UMI Makassar), how the motivation emerges in the classroom during the teaching and learning processes on Double-Degree program, and their perceptions of Double-Degree program on Double-Degree program and the impact on their achievement. Qualitative data analysis is a way by the researcher to summarize the collected data in dependable and in accurate manner.
It will be my job as an AU intern to monitor, help, and get to know students for the first few weeks, but eventually I will be able to be more involved in these guided reading groups once they are formed. I also got some advice from Mrs. Mikelait about her classroom management strategies. Her main strategy is a color chart where students can either clip down or up depending on their behavior. They clip up for good behavior and down for not following the rules or instructions. If they clip down they lose recess time.
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).
If it has changed why has it changed? If your definition has stayed the same why did it stay the same?” Application: • The students will research and bring in one article that describes the actual event of their situation. • The students will read the article using close reading strategies. • They will do a PIN reading which is they record something positive, interesting, and negative from what they read. • “For homework tonight your job is to research the situation that you and your group examined closely.
Guided Practice PERFORMANCE TASK(S): The students are expected to learn the Commutative and Associative properties of addition and subtraction during this unit. This unit would be the beginning of the students being able to use both properties up to the number fact of 20. The teacher would model the expectations and the way the work is to be completed through various examples on the interactive whiteboard. Students would be introduced to the properties, be provided of their definitions, and then be walked through a step by step process of how equations are done using the properties. Each day, the teacher would review the information and equations that were taught the day prior, to ensure that students have a clear understanding and are ready
After that they finish writing their rough draft the teacher met with them and went over their mistakes. When they were finish meeting the student went back to write their final copy.A successful lesson is a lesson where my students are fully involved, listening and interacting with the and each other regarding the material presented. The teacher lessons are thought-provoking and fun at the same time because she believe the students want to have fun and that they learn more effectively when learning is a pleasure, not a chore. The true measure of a good lesson, however, is when I can look at tests and quizzes on the material and see a good level of understanding and comprehension on the student’s
Lanza during this class period was the modeling method. That is, since the classes were preparing for the PARCC exam, Mrs. Lanza had her students complete PCRs and then graded them as a group according to PARCC standards. This allowed students to see just how grades are determined for PCRs and why they are given the grades they receive, and encouraged students to think like a PARCC test grader. As a result of this teaching by modeling, students were able to see both good and bad responses and why they are considered as such. This allowed students to walk out of class having a better idea of how they will be graded on the PARCC and how they can work to specifically improve their writing