Strategy Instruction and Rationale: During RTII time, the teacher will conduct small group instruction about fluency. The teacher will work with a group of students that are all on the same reading level as Rose. The teacher will use a passage that Rose and the other students have already seen before and that they all have had a chance to read aloud to the teacher and practice at home. The teacher will hand out a fluency checklist and allow the students to look over the checklist before they read with the teacher. The students will read the passage to the teacher and get “graded”” on their fluency rate, based on their handout.
#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.
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
By doing assignments and research work, students will be provided the opportunity to read extensively, do literature reviews and perform internet search to gather information in order to complete their papers for submission. Working on assignments and involvement in research work will contribute towards the development of critical thinking skills, as students are required to interpret analyse evaluate, explain and formulate
The last two lessons for the interactive notebook focused on writing skills. I started with writing summaries because their core teacher requested that I work on those skills with the students. Writing clear and concise summaries is associated with the writing Standard 3 (CCSS: W.9-10.4). For this lesson, I gave them a summary template to follow and a graphic organizer on how to write a summary, which they placed in their books. At the end of the lesson I wanted them to write a summary of their own using a Ted Talk; therefore, the objective was for the students to write an effective summary of the Ted Talk using their graphic organizer with 85% accuracy.
Literature review An essential information is going to be given about the major aspects of this study in this section. Since , the Main focus would be on students ' academic contrast and compare essays and examine the discourse markers used in them, crucial definitions would be clearly stated in the following lines. Comparing and contrasting assignment is simply an essay that involves two topics and presents how they are similar and how they are different. It is well known that writing contrast and compare essays has to be done academically in which is considered as an important element of academic learning. Furthermore, in order to administrate academic piece of writing, students have to organise clear ideas and link them academically.
The provision of a variety of persuasive texts will enable them to build an awareness of the common features of this genre by “Talking about the purpose, Identifying the possible intended audience, Drawing attention to the text organisation and Highlighting the type of language used.”I Will then continue to encourage the children to analyse different versions of a text with the multi-text model in mind. “Children are required to rank these samples by effectiveness. Then use the information gained from discussion to devise rules and frameworks for writing that form.” Proceeding to teach the conventions and strategies of the genre through modelled writing, in which “the teacher composing texts in front of the class, thinking aloud about what is being done and explaining decisions” (Evans 1991). Informing children on what content to include/omit, what language to use etc creating a purpose for the task. Having successfully done so I will then utilise ‘Shared writing’, consulting the children for ideas “Children volunteer parts of the story and the teacher writes it down on a flipchart or whiteboard, thus modelling the writing conventions.” Followed by Guided writing, in which the children would work in small groups or pairs, using their framework to plan their writing.Where appropriate, I may have the opportunity to conduct mini lessons, helping them to
Where do I want to go to and why? Their work will be check for errors. Letting the students critically think of what they desire will prepare them strongly for a fruitful discussion on the group road trip. Task 3: This activity will focus on developing the reading abilities of the student using a road trip planning article titled: How to Plan the Perfect Road Trip. Pre-reading and post-reading activities will be done in order to introduce vocabulary and then check comprehension.
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
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
Saugus High School is a co-ed, public, high school in Saugus, Massachusetts. Classes are held at SHS for students in grades 9 through 12. About 700 pupils are enrolled and the student-to-teacher ratio is 12:1. The population gender breakdown is 53 percent female and 47 percent male. SHS is part of the Saugus School District.
One goal is to keep and organize all of my homework assignments, so I can use them to study for quizzes and tests. I will also start taking notes every time I have reading for a class, so I will be more prepared for my tests. Taking notes while reading a textbook allows me to really see if I understand the material. The reason being I will have to understand the material in order to write the concepts in my own words. Also, I will be able to easily review my notes whenever I want.
With this, the most poignant moment in a writing session is when the student realizes that they have to take control of their paper and took down notes and tips that the tutor provided. I, of course that this will happen in all of my sessions and will continue to observe other tutors to adopt techniques that will help me guide students to this moment in their