According to our text, “Language Arts: Patterns of Practice” by Gail Tompkins there are five specific ways to teach language arts in the classroom. These five instructional approaches can be used in any type of classroom and are recommended by many scholars in the field. Of course, there are other approaches that can be used in the classroom and be effective but these five approaches are the most common. They also help the teacher with organizing lesson plans and give the students an opportunity to learn in different styles. The most effective way to use these approaches is to use all of them in your lesson plan because every student learns differently. The five different types of instructional approaches for teaching language arts are: Basal readers, literature circles, literature focus groups and thematic units. As a future teacher, these teaching styles will be used in the classroom …show more content…
This approach encompasses all different subjects into one lesson. The student learn how to relate language arts to every other subject in school. This approach gives the students freedom to choice what they want to read, it could be magazines, nonfiction books or poems. Language arts is the main focus but they begin to understand how that subject relates to their everyday life. The teacher is very involved in this approach by writing their own lesson plans and giving the lesson organization but creativity at the same time. Flexibility is one of the biggest benefits to a thematic unit because the teacher is able to switch the lesson around if they see that it is too easy or too difficult for the class. Also, the students still have some choice in their reading so they become interactive with the text. This also allows the student to get more creative by creating venn diagrams, t-charts, and displays. The main form of assessment for this approach is projects, which makes the student more involved in their
...thods, as both approaches could be used in conjunctival. The mixture of thematic teaching and disciplinary teaching would enable the successful delivery of the core National curriculum subjects. Not only does theme- based units helps support the learning across many areas of the curriculum, but it enables children to find and make connections with subjects and between subjects. This idea of teaching suggests that skills, knowledge and experiences could be made transferable and the notion of continuity of learning within the school and children's wider life experiences outside school. Very often, the thematic approach tends to lie on children's interests which then in turn branches out like the ripples from the stone thrown in the water. Cross-curricular learning is a creative approach which allows the flexibility for both teachers and children to become creative.
In domain one it focuses on planning and preparation broken down into five components. Demonstrating Knowledge of Content and Pedagogy this component focuses on teachers having knowledge of contents and standards within specific grade level what’s developmentally appropriate and what’s not appropriate. Component A emphasizes on Knowledge of Disciplinary Literacy, Knowledge of Prerequisite Relationships, how did the previous year framework have direct correlation with the current school year curriculum? Having Knowledge of the Content and methods practiced of teaching, implementing the proper academic subject and or theoretical concepts. Component B demonstrates the knowledge of the learning process, and being aware of student s skills and knowledge level. Component C focuses on clarity of content, sequence, alignment and balance. Component D Uses diverse content such as different text and materials that caters to learners on different levels. Component E designs and incorporates what students following
Tchudi, Susan J, and Stephen Tchudi. The English Language Arts Handbook: Classroom Strategies for Teachers. Portsmouth, NH: Boynton/Cook, 1999. Print.
Teacher use UBD to create understanding for the students and give them the ability to transfer their learning. Educators look at the end results that they want their students to achieve and then create a plan or unit of instruction to achieve those results. As teachers create the different units, they generate what they want their students to know, what they will understand and then also what the students will be able to do at the end of the unit. In UBD, the teacher creates meaning from what is being taught and the ability to take the knowledge and skills learned and transfer them to something else. (Wiggins,
Another strategy I used was UDL by providing multiple means of representation, action and expression, and engagement. I planned my lesson to have different actives to meet the different needs of my students, but since this was my first lesson the activities helped me determined how my students learned as individuals. The next time I plan a lesson using ULD I am going to make sure my methods of comprehension are presented in different ways to allow my students to grasp the information, that my means of expression allow my students themselves in a way that they feel most confortable doing, and my means of engagement motivate my students to learn. I did not use a few of the strategies because I had not learned about the strategies and did not know what my students could handle, but next Practicum I plan on using choice boards and cubing. Planning for the next Practicum I will use the anecdotal notes I took during the two weeks of Practicum 1 to create lessons and activities that are differentiated and benefit every
In this lesson cycle I was able to write down strategies that will help ELL students during the engage, explore, explain, elaborate, and evaluate process. Planning before teaching the lesson benefits the teacher because the teacher is able to see what activities or strategies will help the students learn and be able to understand the science material. In this lesson cycle it helps out the teacher to plan ahead in order to assist ELL students. Having the 5 different E’s it helps the students understand the lesson by chunking it down in different steps. When I was in grade school most of science students applied the 5E lesson cycle. Usually they always had a strategy to assist ELL students. My teachers also provided an engage, explore, explain, elaborate, and evaluate process during the science lesson. I remember my teachers will take 2 or 3 days depending on the lesson to teach all of the 5 steps to teach the lesson. At the end of the lesson, there was either a pop quiz, worksheet, or exit ticket in order for her to check our understanding in the material. The 5E lesson plan cycle helps teachers meet ELL’s student’s goals and teach lessons that benefits all
I know all students learn differently and that one strategy cannot fit all. The lesson will basically dwell on students’ prior knowledge in reading by activating and discussing the essential question. Right after, students will be asked to take a picture walk through the text. This will allow students predict what the text might be about from the illustrations and pictures. I will then introduce the unfamiliar words to the students and go through them. Also, flashcards, matching will be used to help students decode and pronounce the words. After that, I will model the first reading while students follow through by pointing to the reading. Students are then allowed to read while I listen to pronunciation, I will give support when needed. After reading, we will discuss the story and see if their predictions are
70). Integrated curriculum allows children to function using all domains while learning about topics of interest and using skills and knowledge acquired through meaning context (Gestwicki, 2014, p. 70-71). Most integrated curriculum is implemented through the theme approach. Integrated curriculum helps children make connections to meaningful and relevant activities that help them to connect to real life. According to Gestwicki (2014) integrated curriculum allows children to form meaningful mental connections without artificial separations (p. 71). With integrated curriculum teachers are responsible for creating activities to help children connect to the information being
In a classroom environment, it is essential to understand how each and every individual student is able to retain information. The seven different learning styles: visual, aural, verbal, physical, logical, social and solitary are all effective strategies a teacher can use in order to allow students of many different backgrounds to learn in their own unique way. It is very important for a teacher to implement these aspects into their daily teachings because their main goal is to get all students to understand the information they are required to learn. School for some kids is a difficult place to learn and be comfortable based off of their learning preferences and if an instructor can assist in any way possible it can make a tremendous difference in how students view education. As a teacher there are a plethora of ways to create a well thought out lesson plan that covers all learning style areas and accommodates every student. Overall, a teacher should consider all seven learning styles while instructing a class to ensure that all students have equal opportunity to learn and feel comfortable in a school environment.
The formative assessment for the learning objectives includes a class discussion, writing a five body paragraph essay and a group discussion. The class discussion assesses a student’s comprehension and their speaking skills. The speaking skills include listening, and pronunciation. Next, the students will be asked to write a five body paragraph essay. Writing an essay allows the teacher to see if the student understands the main points and the character’s development in the story that they had read. Lastly, group discussion allows the students to enhance their social skills. The social skills include if students are able to form a communication with their peers. Also, having a group discussion will allow students to share ideas about the task
In the content area in Language Arts, students will develop the reading skills necessary for word recognition, comprehension, interpretation, analysis, and evaluation of print and non-print text activating prior knowledge, processing and acquiring new vocabulary, organizing information, understanding visual representations, self-monitoring, and reflecting. This can be accomplished by implementing pre-reading, during-reading, and post-reading strategies into the lesson plan. Fifth grade students will read and write a variety of texts with greater scope and depth. In addition, they will analyze and evaluate information and ideas by revisiting and refining concepts about the language arts benchmark and will become more refined and independent learners.
Facilitation of this model allows adult learners to be active and self-directed in their learning.... ... middle of paper ... ... Children who come to my kindergarten class may begin learning the alphabet based on the pedagogy theory (because I am teaching it and it is important), but once I show them the value of it, they become a different kind of learners. They see the benefit of learning letters, sounds and reading because now they can enjoy reading their favorite books on their own.
A teacher’s responsibilities are to ensure that every student gets the education that they deserve from a well-structured curriculum and materials. Within the teacher’s responsibilities a strong foundation of instruction has to be implemented, this is why instructional strategies are significant in a teacher’s career. The strategies for instruction vary from teacher to teacher; as a result there are no specific ways to employ strategies within instruction. The main purpose of this essay is to display knowledge of methods that are involved in teaching second language instruction for various ages and levels of students. This essay will also develop from the following components that methods and techniques are important to encourage tactical instructional strategies. These components are comprehensible input, feedback that is on-going, specific and immediate, grouping structures and techniques, building background and vocabulary development along with student engagement.
I have 22 students in my classroom and all of them are at different levels in English. I have 5 students who are proficient and 17 who are English Language Learners. Out of these 17 students, 5 are newcomers and have very little English skills. The other 12 are at different levels and need different skills and strategies to support- their language development. When I create my lessons I need to incorporate strategies to help them acquire the necessary English skills and try as much as I can to meet the different learning styles. This is very difficult to accomplish because often times I am not able to meet all the different learning styles throughout one lesson. I have a combination of learning preferences in my room including verbal, visual, physical-kinesthetic and social. Visuals are essential and are present during most of my lessons. My students need visual support to be able to understand the concepts and make the connections between English and Spanish. The verbal and social parts are a little tricky, because even though some children are social learners, they struggle sharing and working in groups to complete English tasks. Sometimes they are shy because they do not know the English concepts or are afraid to use English to speak in public. The other situation is that some students are very comfortable using this
Considering the early and modernized practice, two methods transcended and had been very popular in teaching foreign language or second language. The two most common methods that EFL (English as First Language) and ESL teachers utilized were known as Grammar Translation Method and Communicative Approach.