The author of this analysis paper is Emily Brown, a student attending Brigham Young University–Idaho. She has recently begun her fourth semester as a Child Development major. She is taking an advanced writing and research class, which led to the following work. To prepare to write this paper she has read a book, from the series Ranger’s Apprentice: The Ruins of Gorlan, by John Flanagan. This piece analyzes a packet written by Robyn Sheahan-Bright called House of Legends Teaching Support Kit that promotes fantasy and science fiction.
I will use key elements from the text to help guide them along. During whole group instruction, both my struggler and non struggling students will use a map to locate where the Author’s family originated. In addition,
How the content in Chapter 9 may impact how I write/revise my literacy narrative. Chapter 9 deals with methods of analyzing strategies for writing. This chapter entails the benchmarks on how to properly write Introductions, Body paragraphs and Conclusion. Reading this chapter has made me more knowledgeable about these crucial steps. The brilliant information I have aquired from this reading will be used in my revision for my literacy narrative.
#2- Reading Standards for Literature 1st Grade. Key Ideas and Details. Section 3: Describe characters, settings, and major events in a story, using key details. Again, this is a standard that I have used before for a previous lesson, but I felt like it could be expanded even further for students to be motivated or take an interest in the learning of the content.
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
3. Students will have a few minutes to draw or sketch before reading. 4. The teacher will have students go around in small circle for each student to read one page aloud. 5.
Watching my new students struggle on grade levels assessments motivated me to pursue literacy education at a graduate level. My interest in literacy education ultimately derives from my goal to teach highly effective instruction to students while considering their diverse
During read aloud, attention is given to modeling fluent reading and writing strategies previously discussed in class to determine meanings of unknown words (using context, affixes and roots, dictionaries/glossaries/thesauruses) and building background knowledge. Students will participate in a class discussions being sure to ask and respond to questions posed by posed by teachers and peers. Many texts about westward expansion will be read using a shared reading format. Again, modeling reading strategies and engaging in in-depth comprehension will be the focus. Students will follow along in their own copy and making note of key details in order to summarize the text.
A class novel should include real world situations to open students' eyes to social issues around them and help them better understand what is going on. Also stated in the article “The Importance of Diversity in Books”, reading about important issues “...creates empathy, and helps students to become more conscious of the world around them…” (Prescott 1). As students, we are still children growing up and trying to figure out our way around the world. Being introduced to real world problems at a young age makes us develop into more aware adults.
Name: Grant King Interview Date/Location: December 18th, 2015 Virtual Interview Grade: 4th Grade Content Area: Literacy - Writing Common Core or Texas Essential Knowledge and Skills (TEKS) Standard addressed: Common Core 4th Grade – Writing - CCSS.ELA-LITERACY.W.4.3.D Use concrete words and phrases and sensory details to convey experiences and events precisely.
Some week’s books will be chosen from the classroom library, brought from home, or from a visit to the school’s Media Center. By allowing students to identify their particular book, you are providing each student with autonomy, which leads to the ownership of their education. By including prior knowledge, autonomy, diversity and routine, I will be able to determine the needs of my students, “This awareness provides you with knowledge of each child’s zone of proximal
I will actively challenge my students in content and provide them with resources specific to their educational needs. Middle grades instruction is of particular
The California Common Core Standard I chose was Reading Standards for Foundational Skills K-5 on pages 17 and 18. I specifically chose first grade students. This grade level is appropriate for my teaching area when I begin to student teach and for the classroom I currently work in. First grade students should be able to identify the key components of a sentence (the first word, capitialization and ending punctuation) on a piece of paper. Phonological awareness is important for students to learn early on.
The learning objectives, aligned with the central focus, are consistent with Common Core Reading Literature and Common Core Writing Standards for 8th grade English Language Arts. Students interpret and construct meaning from complex texts by analyzing text structure and figurative language and produce their own alternative narrative poems. In lesson 3.2.1, the learning objectives ask students to identify how poems are structured and explain how the structure of a poem contributes to its meaning. These learning objectives align with CCSS.RL.8.5 (see 1a) because students respond to discussion questions, describing how two different poems are structured and explaining how the structure of each poem contributes to its overall meaning (Instructional Material L3.2.1 #1 and #2).
The United States Common Core State Standards for Education The Common Core State Standards is a controversial subject among educators, parents and general public. What most people do not realize is state standards have been around since the 1900’S, and every state has had their own standards in the early 2000’s. Each state standard has levels or benchmarks, which state what the student should be proficient in per grade level. Most of these standards are in place for third grade through high school.
