Figure 1 is a summary of the students’ learning throughout the learning segment. I administrated this test as a pre-assessment prior to the lesson one and administered it again after the completion of lesson 3. This test is a compilation of students’ learning and it demonstration how they met the standards and objectives that were set out for them to achieve. The evaluation criteria in which this assessment and all other assessment in the individual lessons did was not altered. Even though the students have different learning needs, the assessment met all of the needs for all learners.
The Doe Literacy Council invites you to attend a special benefit performance featuring the famous comedian, John Doe. All proceeds will go towards next year 's literacy campaign. You may already know that the Doe Literacy Council has taught over 1,000 adults in the Springfield area to read and write each year since 2001. But perhaps you didn 't know that we also donate thousands of dollars every year to public and private schools to improve their libraries. You can contribute to these efforts by purchasing a ticket to the benefit performance, which will be held on May 9 at 8:00 p.m. in the Springfield High School auditorium.
These students will just rely on their inadequacy of knowledge to conform to mediocrity and get sidetracked in their path. This is why the creativity in lesson plans is an essential requirement for any teachers. Textbooks will only bring one perspective to a matter, formulas and definitions will become less exciting if they are only understood in one way. Still, there are teachers that devote their time to excite their students brains on these seemingly boring knowledge, one example of them are the author’s senior English teacher, Mr Jack McFarland. The author
(Cambria and Guthrie’s, 2010) research indicates that in order to motivate students to read we need to take in consideration their interest, dedication and confidence. “An interested student reads because he enjoys it; a dedicated student reads because he believes it is important, and a confident student reads because he can do it. ”(Cambria and Guthrie,
EDR Interview Question Write-Up • What does a balanced literacy approach to teaching reading mean to you? What are some specific elements that make up a balanced reading program? Some specific elements that make up the balanced reading approach is read aloud, guided reading, shared reading, independent reading, and word study. A well-balanced reading approach means that the teacher needs to be dabbling and using all five of these components on a daily.
A literature response activity for children in kindergarten through third grade will be to have each student in the class to draw a picture relating to the theme of the story and have a couple students explain the picture they drew and why they drew it. For example, the teacher can do her example for the kids by a drawing picture of a young girl crying because she lost her dog because in the story the young girl was crying because she lost her dog but the students will have to do a picture in their own version to bring out their creative side and imagination . Since the young kids are not clear on what the theme is , the teachers will have to help children by first going to each child and having them pick out any picture from the book they
The use of constant visual aids in material scaffolding would also help the student, especially if the mnemonic device was a poster in the front of the
They also appear to enjoy learning the content due to their involvement. The goal of this activity was to build students reading skills by working them through the subject and allowing them to discuss amongst each other any information that relates to the subject of the reading. It is also intended to help the students think as they read. This helped enable the students understand the subject of the reading, offer their own insight, and identify words more easily. This will also allow students to identify new words and will increase their ability with word identification and reading skills.
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).
Diagnostic Narrative Background The student that was assessed during this Qualitative Reading Inventory was a first grader, named Rylie. Rylie is a first grader at St. Paul’s Lutheran School in Oconomowoc, Wisconsin. Prior to the inventory, I did not know Rylie well, but had seen her around the building
This can eventually has a long –term impact for the children as well as the community they are living in. Throughout the Campaign for Grade level for reading which is designed to improve reading deficiencies, and based on studies done by few researchers, some statistics have proven that many African-American students who complete high school cannot read and write at a basic level in order to communicate in modern life. As a result of this failure, most of the students entering in their first year in college are then required to take developmental English courses. According to Tavis Smiley reports on PBS, Studies show that only 14% of African American eighth graders score at or above the proficient level. These results reveal that millions of
My plan for academic literacy improvement has progressed nicely this study period. Although, I understand this will be a long process - as mentioned in Grellier and Goerke (2014), the best way to develop your reading and writing skills is to do hours of exercise - each minuet step I take to improve will be beneficial. Even with my hectic life schedule, I have managed to implement all the strategies mentioned in Assessment one. The first step I needed to take was to advance my vocabulary.
What makes a first impression of a person? Is it their accent, personality, height, skin color? All of these things together make up a first impression of a person. Throughout time however, the first impression of a person has been made largely based on the race of that person. Asian people will react differently to white people differently than they will other Asian colored people.
1. Student’s skill strengths and weaknesses: (Refer to the 5 areas of reading provided earlier in the lesson and provide specific descriptions using the assessment data.) 1. After analyzing the student’s reading assessments, list one reading skill strength and explain why you selected this as a strength using information from the reading assessments. Be sure to include assessment data in your justification. Skill Strength: Phonetic awareness.
I can recall that when I was a fourth grader I was forced to “Little House on the Prairie”. I thought I could be rebellious and not read the chapters that I was assigned. I look back and think it shouldn 't have been that hard to pick up the book and read the chapters instead of falling asleep on the floor. After this time I stopped reading for fun and skim or refuse to read the assigned books or short stories. In John Holts essay titled “How Teachers Make Children Hate Reading”, he explains his thoughts on why students hate reading when they are forced to.
