While being a new member to the department, Mrs. Newsom has not sat quietly by; instead, she has helped push the department, specifically the RTI and ACT curriculum, to improve and adapt to student needs. Each day, I have seen
Ayleen Garcia 1 A/B Teacher: Ms. Zapata Where: Seabourn Elementary Time: 3 hours 8 minutes My observation purpose for this week was to observe and figure out the inclusion plan indicated for the classroom. A bilingual paraprofessional comes and visits the classroom and helps the bilingual children that are in need of more help than usual.
London is currently reading on grade level, however, we are still working on phrasing to help improve her reading and sound more natural. London is most successful when she uses her reading strip to guide her. She has improved with her self-monitoring and is always thinking about and going back to the text. With the shift
I am so thankful and privilege to work with an awesome mentor like my mentor Justine Clarke. She has given me a lot of information and I am trying to grasp everything. I know that this time of the year, all teachers are so busy in assessing their children’s learning and
Ed. classes with general education peers accompanied by a paraprofessional. Ania is currently eligible for special education service under a primary disability of Intellectual, which has affected progress in all curricula areas. She requires repetition/re-teaching to learn new concepts, and she struggles with reading skills, reading comprehension and mathematical
Tayla planned and implemented effective teaching and learning to use contemporary resources , where the students were highly engaged . She made reasonable adjustments to differentiate her teaching to ensure inclusive experiences and success for all students . Tayla developed respectful relationships of / to / between all the students in the class and consistently articulated and enforced expectations regarding behaviour . She was approachable , professional and nurturing which established a safe and comfortable learning environment . Tayla has shown strength and persistence with more challenging students and actively inquired about techniques and strategies to build rapport with those students .
All children need instruction; modelling, explaining, and demonstrating are very important teaching activities if children are to learn to read and write. Teaching assistant can model the reading and writing by engaging in them while children observe; reading aloud to children, which provides a model of how reading sounds and how stories go. Reading aloud is a way to model fluent reading. Teaching assistant can discuss books and stories while modelling the thinking process leading to understanding. Teaching assistant talks through the process step-by-step to show the children how things are done, for example, how to make, confirm or change predictions.
The Communist Manifesto was written in 1847 by two German philosophers, Karl Marx and Friedrich Engels. The manifesto was not published until 1848 in London. They wrote the Manifesto to inspire people and it worked, matter in fact it inspired millions of people. Marx and Engels were asked, by the communist league they were involved in, to prepare a statement in 1847. The statement would explain the goals and purposes of the group which then became big and got published as what we now know as the Communist Manifesto, also known as Marxism.
I visited a preschool program in the City of Commerce that is called Tiny Toots for my observation #2. These preschoolers go to school three times a week for two hours. Their ages approximate from four to five years old. I will describe in this observation the "instructional approach to literacy" in the class. I will also analyze and observe the ways children "read it to you" Classification Scheme.
The first step of attention is shown through the teacher first introducing the activity in an exciting manner using a previously known Letterland character puppet to gain the children’s focus. The students are likely to attribute positive characteristics towards, such as charisma, intelligence or power. Retention is the second step, and in this phonics activity, the students are provided several opportunities to observe the teacher’s actions in both a larger group, during the initial instruction, as well as within smaller groups as they participate in the activity. The students are first encouraged to make their first attempts at air-tracing the letter shape with the teacher, or try to sing the song along with the teacher and peers. During the smaller group activity, children are provided more direct instruction and guidance from the teacher and concentrate more on the action and musicality of instructions.
Cognitive development begins at birth and continues throughout our lifetime. Babies are born with a billion neurons which begin making connections at birth. From a mother’s voice to a baby’s coo, they are making connections. Thus beginning to understand language development. Since first language acquisition is not defined by the person’s home language, it lends itself to understanding the sounds around them.
Since her school does not have many professional development days, Liz gave me some information about how she connects with other teachers to swap ideas to help improve each other’s
Teachers can also learn about a childs’ experience and offer help and attention. Literacy is very important in every aspect of a person’s life, a teacher in the foundation phase should emphasize this and help their skills and literacies develop
I love that this class gives me the opportunity to write about what I’m most passionate about: differentiating socially, emotionally, and behaviorally. I try to be a very innovative and understanding teacher, although I know I often fall short. To properly address this topic, I think I will just share a story. It’s a long story full of ups and downs, but it is an important story. It is my story.
Reading competence emphasizes the ability to process text and derive meaning and understanding swiftly and automatically. As illustrated by Byrnes and Wasik (2009), attaining reading skills requires learners to utilize their knowledge of the alphabet and sounds. Reading instruction aims to foster comprehension and promote fluency, enabling learners to read and understand text fast, accurately, and effortlessly. Reading literacy for young children in Kindergarten to Grade 3 is of great importance as it forms a critical foundation for their future academic and professional success. These learners are in different points of learning to read, and include emergent, early and fluent readers (Byrnes & Wasik, 2009).
