#4 allows the students to explore the belief of the main message or theme of the story using their descriptions and illustrations to support their answers. My goal is to assess the students understanding of the questions that will be asked and the content area. I want my students to understand and comprehend the concepts and skills from the activities. For Knowledge & Understanding category of L.T. #1, I will include 1 multiple choice question so that my students will understand the importance of knowing what an illustration is, and why they are important in the text.
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.
When describing their building, students will verbally identify 3 out of 4 shapes they used. 2. The students will be able to make a representation of a house using the different shapes and materials. 3. Students will be able to answer and discuss questions about the book la forma de las cosas/the shape of things.
Since Orwell uses allegory in this book, I taught a lesson about what allegory is. The student objective was for the students to read Aesop fables and be able to identify and analyze the literal and symbolic meaning of the fables two out of three times. In this lesson my instructional input included having the students write the definition of allegory in their interactive notebook. I gave them some examples of allegory in text and in movies. We talked about Animal Farm and the Russian Revolution, plus, we talked about who each character represented.
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. LDC-9j 4. Students will associate sounds with the letters at the beginning of some words, such as awareness that two words begin with the same letter and the same sound. LDC-12i
Students will demonstrate active listening skills by looking at the person speaking, using appropriate body language such as nodding and by responding appropriately to the speakers’ ideas/observations. Based on the observations of real plants, students will share at least one observation or idea during group discussions about what they think the different parts of the plants are called. WA Curriculum Assessment Indicator Write at least one sentence predicting what a plant needs to survive using a capital letter at the beginning of the sentence and full stop at the end. Able to write at least one question about what plants need to survive, which they will have the opportunity to ask during the excursion. For example, do plants need
This level “exhibits previously learned material by recalling facts, terms, basic concepts and answers” (teaching.uncc.edu). After reading the Literary work, The Whipping Boy, some strategies that I would implement in order to draw students minds back on themes, characters, and plot of the story is by outlining the main events with at least three supporting ideas as evidence. I would model one example on the board and then have students practice their own and share individual responses. This strategy will help students prepare for the test in order to answer questions such as How does Prince Horace make the King upset at the feast? How does the King react?
Doing research on these careers has made me broaden my mind a bit more to all the possible jobs I can do in my like. It has also made me reconsider what types of animals I want to be working with, and what I want to be doing on a regular basis. The first career path I researched was lab animal technologist. I chose this over technician as I would like to have a bit more information on animals before I settle down into a job and I don’t know as much about
Lessons are designed according to students learning difficulties. Students’ prior knowledge is assessed through the pre-tests and interviews as assessment tools to inform the content of the lessons. According to Hodge (2010), the key component of an effective lesson is when the teacher understands and knows about the topic. As Variation Theory using learning study is collaborative in its nature, teachers gain more knowledge on the topic as they discuss and meet to share their past experiences about teaching the topic before proceeding to the
Khazar University Research Paper Effective teaching strategies for elementary school students. Shamsiyya Dibirova Faculty of Education Lala Gamidova Table of content Introduction......................................................................................... What is Effective education system………………………………………………. Possibilities to increase the level of education learning...................... INTRODUCTION Effective teaching strategies for elementary school students This paper conduct research in order to understand the field, to learn how to become more effective teachers for elementary students, Students are actively engaged in thinking, making sense of ideas, applying beginning understandings, and tackling increasingly complex tasks. Teachers are coaching, providing clear and descriptive feedback that supports and extends student learning. They are illustrating, elaborating, explaining, modeling, guiding, and assessing.
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).
Students were able to successfully describe to why characters in a story each character is acts or thinks different. 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
Why is the strategy appropriate for ELL instruction? Explain how instructional activities will be differentiated. This strategy is appropriate for ELL instruction because an anticipation guide can be completed orally. Students can express their thoughts about a story by speaking to a partner or to a teacher. The number of statements to be answered can also be modified and simple statements can be made to encourage student ideas without being too overwhelming.
With PLEs coming to end we are going over compare and contrast as review for their upcoming paper they have to write. What Mrs. Detreick did was she put a vein diagram. Before we started to go into these we she explained what comparing and contrasting was and she said that when doing this you are taking two things and writing down information that is the same and information that is different. For the example she used mammals and reptiles. This was a good topic because students are interested in this topic.
Prior to the formal assessment in lesson 2 teachers will be able to progress monitor student’s learning by having them fill out the story structure graphic organizer where students must list a characteristic about one of the main characters with evidence to support their answer that their group discussed. They will also be given a story structure graphic organizer to list characters, setting, problem/beginning, middle, and end of the story to see if any re-teaching is needed. After reading the book Isabel and the Hungry Coyote, by Keith Polette students will be given the formal assessment that is the same format as the informal assessment where students will list a characteristic about one of the main characters with evidence along with listing