ipl-logo

Lesson Title Frog And Toad Together, By Arnold Lobel

949 Words4 Pages

It is essential to understand how to plan for effective instruction for students with disabilities. In the classroom, it is important for all lesson plans to not only integrate effective strategies for instruction and accommodations for students with disabilities, but to also align with the Common Core State Standards (CCSS). This assignment presents a lesson plan for reading comprehension. Lesson Overview/ Introductory information Lesson Title Frog and Toad Together, by Arnold Lobel Grade Level Kindergarten Subject Reading comprehension - Fluency Summary The lesson expects the students to read and explore the adventure of the story’s two characters, which are the Frog and the Toad Classroom Scenario This is a kindergarten classroom of 17 students. The classroom is well …show more content…

present information in a variety of methods so that auditory, kinesthetic and visual learners all can benefit. (Joy, 2016) To cater for the needs of visual learners, I will give handouts, write important concepts on the Smartboard, and show slides or short videos. For the auditory learners, I will give short lectures, and play sound recordings. For the kinesthetic learners, I will give handouts, and manipulatives such as worksheets, puzzles, etc. (Joy, 2016) I will keep in mind that while all students need to learn in a combination of these three styles, in most cases they have a strong preference toward

Show More
Related
471 Words | 2 Pages

For example, she uses specific graphic organizers that help students with organization when writing an essay. If the learning tool requires differentiation to make it accessible to her students, she is an expert. Curriculum is another strength of Ms. Halbardier, She adapts supplemental curriculum to target student's reading, math, and writing goals efficiently. She utilizes both informal formal assessments to target areas of need. Ms. Halbardier implements an Orton Gillingham-based reading program to ensure her students with dyslexia make consistent progress.

Read More
632 Words | 3 Pages

One month prior to the end of the Civil War, President Abraham Lincoln gave his Second Inaugural Address. The address, spoken before his second term as president, was intended to give his views on the causes of the Civil War and to list reasons why the war started. In the speech, Lincoln addresses the reasons and causes of the war and tries to bring the North and South together. In order to convince the two to unite once more, Lincoln uses alliteration, allusion, synecdoche, and metonymy to make his point and purpose clear. Lincoln utilizes alliteration in order to achieve his purpose of uniting the two unions together.

Read More
552 Words | 3 Pages

What Have I Learned Dr. Boyer’s Reading Assessment class has a textbook that is very accessible and easy to read. This is not surprising since it is written by a reading specialist. When Kids Can’t Read, by Kylene Beers, clearly describes many of the obstacles that struggling readers encounter. Beers uses examples from her experience and honestly discusses many of the readers with whom she has worked (Beers, 2003). Through this book the one lesson that I have learned is that to be an effective teacher you must be prepared to plan, evaluate, adjust, evaluate and adjust again.

Read More
698 Words | 3 Pages

Therefore this can be done in a group activity to make the child feel equal, safe, and secure and welcome in a setting through various ways. For example the adult could split the children into groups; a group of advanced gifted and talented children, the norm children and then the children that need a little bit more explaining to be able to complete the work to the best of their ability. Therefore the child with dyslexia may start of on the

Read More
617 Words | 3 Pages

Kinesthetic learning can be classified as trial and error learning; learning by performing the task. Personally, it is not until I perform the task that I gain the confidence within myself that I have actually believe that I understand. The second style is Aural, which is to listen, discuss, talk, and question. This relates to me because I want to know every piece of information that is available to me, and I want to question every aspect that I do not

Read More
2142 Words | 9 Pages

The best way for a kinaesthetic learner is to take information by doing activities and that involves touching, feeling, holding and doing practical work. Auditory Auditory learning is a style which a person learns by listening. It is mainly listening to someone talk

Read More
716 Words | 3 Pages

Collaboration among grade level PLC’s and critical partners, such as special education and Title reading, needs to be better utilized in my school to maximize the benefits of data by helping teachers share effective practices, gain a deeper understanding of students’ needs, and develop effective strategies to better serve students is needed at every grade level in my school. This past year, the first grade PLC met with special education and title teachers on a regular basis to organize small-group instruction around the subsets of goals students were not meeting. As a result, first grade learners achieved the highest percentage of growth in reading in our building and every student made

Read More
960 Words | 4 Pages

This will also become useful when coming to write coursework plans as I will already have a lot of the information at hand and won’t be having to try and remember information from lectures, instead I will have it all written down in a way that I understand and is useful to me. This is also useful as anything that I have taken away from a lecture I can read into more in-depth at home or research anything that I didn’t understand and re-write in a way that I will understand for future reference. This also backs up my read/write learning style. I can use diagrams and pictures where applicable to demonstrate/understand information, not study or read for long periods of time, use study material that uses all my sense i.e. videos, diagrams, field visits, lab work, speaking to lecturers about coursework with my first draft and seeing all feedback as being positive. This will help me to learn by not just sitting and reading in lots of information, it is a much more practical way of learning which links back into my kinesthetic learning preference and backs up the learning style theory of a kinesthetic learner (VARK, 2015).

Read More
929 Words | 4 Pages

In this video, Dr. Bear showcases an exciting and interactive read activity with 4th graders, where they are engaged with concepts, vocabulary words, using pictures for comprehension, asking for predictions. While this video shows a tutor

Read More
495 Words | 2 Pages

we must remember each child/ young person is an individual and it is our duty to make sure that the school curriculum will meet the needs of each individual child/young person whatever their disadvantages and ensure that relevant support systems are in place and available. Such as flash cards, sign materials in Braille, suitable access in and around school for children who may require walking aids. For example: Lauren requires the use of walking aids, other children are planting and growing vegetables in the garden area rather than excluding her, staff should ensure there is access down to the garden/play area with the correct adaption's suitable for Lauren to be able to fully access and participate in all outside activities that are offered to her peers. There should also be in the classroom provisions which will enable her to participate fully in all classroom activities without having to be

Read More
1156 Words | 5 Pages

The WTS district’s communication in literacy regarding their Special Education population has both strengths and weaknesses that need to be addressed to better serve our students who have learning differences. Properly servicing our students needs to include more professional development for their teachers as well as higher expectations and motivation for our Special Education learners in order for them to make the most progress in their communication skills regarding

Read More
919 Words | 4 Pages

The article has influenced what I will do by making sure that everything I do in the classroom can be linked to grade level and general education curriculum but is also adapted for students with significant cognitive disabilities. This article has influenced what I will do in my classroom by assuring that everything can be easily adjusted for students with significant cognitive disabilities. I will use the information in the article to reflect on whether the lessons will be easy or hard to adjust to the students with significant cognitive disabilities. I will use the information from the article to make sure that everyone knows how to adjust the lessons and activities for children with significant cognitive disabilities. I will use the information by covering all of my bases when it comes to the law and policy for students with disabilities.

Read More
1750 Words | 7 Pages

Once upon a time, there was a little boy named Mike. He was ALL boy as they say. He was a stomper of mud puddles, collector of string, rubber bands, rocks…and anything else big people didn’t really want. He was also a builder of forts and contraptions that only a creative kid could dream up.

Read More
831 Words | 4 Pages

In the article by Neal A. Lester about “The Princess and the Frog” Disney movie. The articles main point is that all of Disney’s “princesses” were all white and considered the all-American girl. The author explains to the reader the differences between all the princesses before Princess Tiana, while also comparing the princess to Michelle Obama. The movie was considered to be the first princess movie to appeal to the African- American population.

Read More
573 Words | 3 Pages

Auditory learners will be supported through many opportunities throughout the learning segment as they will be able to participate in whole group and small group discussions and to listen to what is being read-aloud by the teacher and peers. Kinesthetic learners will have many chances to move around the classroom with their groups or partners they can choose to sit on the floor or at their tables during the group activity. Students are also allowed to move around when needed in order to grab a tissue and will also be given several “brain breaks” to move around and get their wiggles out. Finally, visual learners will be able supported through the anchor chart as well as the images in the stories to help them comprehend the text, as well as the use of the graphic organizers to help them visually arrange their thoughts.

Read More

More about Lesson Title Frog And Toad Together, By Arnold Lobel

Related Topics

Open Document