The quote above from “Improving Adolescent Literacy: Content Area Strategies at Work” by Douglas Fisher and Nancy Frey, squares with my thinking because I believe giving reading assignments to students must be purposeful. In my grade years, I would always get irritated with my teachers for assigning reading without purpose. I believe teachers should give worksheets to the students when they assign reading. Assigning worksheets that go along with the text helps the students read more in depth. It also shows the students what they should be focusing on which helps the students understand the material.
IPTS 1C: understands how teaching and student learning are influenced by development (physical, social and emotional, cognitive, linguistic), past experiences, talents, prior knowledge, economic circumstances and diversity within the community Performance Activity 22: How does the teacher relate content to students’ lives? Ms. Boerema relates content to students; lives by asking students questions relating to students’ lives. The strategy she uses is relating content to prior knowledge. An example of this is asking a question relating to the Outsiders, “Which one of your parents are you most like? What similarities do you share?” The idea is to relate The Outsiders to students’ lives for students to become more engaged in the reading and maintain the novel’s events by relating events, characters, etc.
Before the class started Megan sat down with me and explained the new recent change in the students being mainstreamed, as well as the basics of what it is like to be an interpreter at this specific middle school. The students at this school have never been mainstreamed before, so much so that some of the students actually believed that their interpreter was their teacher. When I asked Megan what law/act caused this change and she informed me that she was not sure, however she knows that it was along the lines of “The inclusion model from the department of education.” When it comes to ethical decisions, this school’s situation is in a very grey area. I was told that all of the students at this school are very dependent
When approaching this lesson before I begin to read I will comment on the vocabulary we will encounter during the reading. It is important, to do so, as some of the words used are not English words and students must have an understanding of the language to fully comprehend the text. Next,I will read the book The Keeping Quilt by Patricia Polacco. I will then instruct my students to answer questions aboutthe many traditions portrayed throughout the book. My students with reading disabilities will be given small group instruction.
Reflective Diary: Appendix 1 is taken from my personal reflective diary which I wrote at the start of the PGCE course. At this stage of writing, I had not started my teaching placement so my understanding of behaviour management was still novice. My knowledge had broadened on many other topics that are pivotal to teaching, however, behaviour management had not yet been discussed. This reflection followed from a group discussion with friends and a one on one chat with my AT on my anxieties on manging behaviour in class. This reflection marks a fundamental moment in my thinking as I was becoming mindful that the process of developing as a practitioner would entail me to critically analyse my own previous experiences and beliefs.
The chapter readings of the past several weeks highlights the importance of independence to the developmental of children. The class lectures and discussions have also broadened this perspective. As several theorist’s perspective of independence is explored in the textbook, there were both different cases mentioned by classmates and in the lecture regarding the topic of independence. In chapter 4, Crain demonstrates the importance of independence illustrated by Maria Montessori’s educational philosophy. Montessori argued that we are wrong to assume that children are whatever we make them, for children also learn on their own, from their own maturational promptings.
While this question does deal more with vocabulary, making it more understandable that so few students answered it correctly; I decided to work in activities that would continue building our source analysis skills nevertheless. One way I did this was during our lesson covering the Plessy v. Ferguson court case. I had students read both a primary and a secondary source and then answer questions that tested not only their knowledge and comprehension skills with respect to the sources, but also their evaluation and application skills as well. In general, this pre-assessment allowed me to better understand where my classes stood with regards to the subject matter at hand. The knowledge I gleaned from this activity resulted in a more tailored and focused learning experience for my students which met them where they were instead of assuming what they did or didn’t know.
Martinez began her job as an early childhood educator there was different types of writing she had to deal with. One of the main types of writing she had to do was the lesson plans for the subjects Science, Social Studies, Math and Language Arts. Each day she has to figure out an assignment that connects with one of the TEKS (Texas Essential Knowledge and Skills) because it is a requirement. From there she writes it out and then has it posted somewhere in her classroom. For example, if a principal was to walk in, he/she will be able to see what the students would be learning that day.
I learned about thinking intentionally through AP English Language and Composition class. From the beginning of class, we talked about intentionality, both in reading and writing. Reading intentionally means that you are thinking and questioning about how the writer uses that word, phrase, or syntax to build its argument, whereas writing intentionally refers to you are questioning yourself why you choose that word, phrase, or syntax to persuade your audience. In the past two months, I started to think of how the diction build up the tone of the writer, how each sentence and paragraph work rhetorically, and how all these elements together persuade the audience. For example, I would look at the syntax structure.
As a new student of education, examining creative performance based ways to engage students in the classroom, new tools to use in language instruction and the notion of implementing authentic materials on a day to day basis were foreign concepts before NECTFLS. While I held a solid grasp of what it meant to maintain proficiency in a language, I lacked the ability to really understand how the significance of this word had drastically changed in the classroom and how this knowledge applies in real life situations. The following is a breakdown of the several lectures I attended, along with a reflection regarding my findings and a concise call to action as the conference follow-up. The first session that I attended at the NECTFLS Conference, titled “90%+: Promoting Target Language Use for Performance” by Charlotte Gifford, primarily focused on the ways in which language educators have the ability to engage students in more
It can take two to four years for an ELL to create conversational capability and another three to four years to create scholarly capability (Cummings J. 2000). As a teacher I will help children learn and use aspects of language associated with the academic discourse of the various school subject to ensure that there is time and practice. There is nothing teachers can do to rush English acquisition, but we can find many avenues to provide ways to opportunities to practice English in the classroom. If they are structured to support student-to-student or group interaction, ELLs are required to use English language to explain concepts and contribute to the work.
This a form of teaching because Hermione listen to their teacher in order for her to have knowledge on spells can help them. In both books learn both by using their listening skills while as an individual book they learn through the focus of one’s specific method. In my freshman year the students learn by mainly observing write students learn by mainly reading in the Harry Potter
The main objective that I took away from this course was thinking critically of finding the meaning of what literacy truly is. I would admire to learn how to better compose essays and steps that are needed to a research essay I struggle with compositions of essays and word choice. I will use my critical thinking skills in everyday life whether it be in school or work it’s something that is useful to figure out solutions to problems and I will remember to apply my literacy. My quarter in English 102 kind of got a rough start to it. Beginning of this quarter I had a lot on my plate to an extent that it was affecting my English grade and my other classes.