Teaching Points:
Before Reading – After giving a list of assigned words that are used throughout the literature book Winnie the Pooh, students will write a short story of their own while including the assigned words. Students may use a dictionary or Google.com to research the meaning of unfamiliar words. Certain words may include: growly, buzzing, slithered, gorse, deceive, complaining. The teacher will model how to do this by using one of the assigned ones and showing students where to find it in a dictionary.
During Reading – The students will form into groups and begin discussing what they read with one another. The teacher may scaffold the conversation by asking groups questions such as “which character did you relate to the most”, “which
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This standard states “The student will respond to, discuss, and reflect on various literary selections (e.g., poetry, prose, fiction, nonfiction), connecting text to self (personal connection), text to world (social connection), text to text (comparison among multiple texts).” In this section, the students are primarily focusing on the reflecting, text to self, part of the standard. (CPALMS.org, n.d.)
Background Knowledge:
In order to enhance their vocabulary, to improve their comprehension of the text, students much first have background knowledge of basic definitions that will help them connect and build new vocabulary with former vocabulary. The students must also have the ability to look at the context of an unfamiliar word and be able to decipher the meaning based on the words or phrases that surround it. The foundational skills of accomplishing this is through studying early fundamental vocabulary words and then connecting new words with priorly known words of similar meaning. (Center for Research on Education, n.d.)
Assessment
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As well, the teacher should skim the book for any onomatopoeia words and play the sounds aloud by using appropriate Youtube.com videos that demonstrate the noise. For instance, in order to show students how a swarm of buzzing bees sound, the teacher can show a video via Youtube. The teacher may also want to use Google Images to show students what objects in the book look like. Additionally, students may use Microsoft Word to write their reflection during the after activity. Last, for a follow up activity, the teacher may want to show the students the video version of Winnie the Pooh, so the students can watch the story come to
Fountas, I., C., & Pinnel, G. S., (2009). When readers struggle: Teaching that works. Portsmouth, NH: Heinemann.
After introducing the vocabulary, the teacher will give each student a popsicle stick puppet to use as the teacher reads out loud (ie, as the teacher reads a line, the teacher will show a picture of the object and ask the student to hold up the matching picture).
Philosophy is a complicated subject. Since the beginning of human existence, many tried to come up with theories about life, happiness, reality and knowledge. From philosophical ideas different beliefs sprung, and existence of different religions followed. Every theory raised by a philosopher attracted different followers. In today's modern society aside from major religions, there are thousands of others that suggest that their explanations to universal questions are the only accurate ones, and all of these religions seek to gain more followers to join their "way". One of these religions is the religion/philosophy of Taoism. Taoism has it roots in China, where the founder of Taoism Lao-Tse was searching for a way that would avoid the constant feudal warfare and other conflicts that disrupted his society during his lifetime. The result was his book: Tao-te-Ching. Lao-Tse described Taoism as a path or a way which one must follow in order to reach inner serenity and peace. In order to reach these inner goals one must live in harmony with nature and natural process that creates the balance in the universe.
The students will be able to answer questions as who, what, and demonstrate their understanding of the story.
Once upon a time, a long time ago, there lived Winnie the Pooh. He lived in a forest by himself, but he also had Christopher Robin and his friends. This book and movie has been re-read and watched with great pleasure over the past generations. That is because of the storytelling, characterization, and the writing. It is because of that imaginary world the students begin to understand literature. Literary theories also come into play. We will now discuss two literary theories in Winnie the Pooh.
The first type of text is the aforementioned classic novel. For this unit, two texts in particular will be utilized. One is J.D. Salinger’s The Catcher In the Rye. This novel focuses on the experiences of a cyn...
In my physics class, as an International student, I often have some new words such as “piston” “thermodynamics” “hypothetical heat engine”, at the beginning of the semester, I really confuse in class because of the specific lexis. When I learned from John Swales, I realized that I should preview the chapter to know the academic words. Thus I can understand the knowledge that professors talked about in class. Additionally, I may have some academic words when I work in the future, so I should prepare for my future and have a goal in the future’s world. I should know the specific lexis, so that I can take part in the discourse communities in the future as soon as possible.
According to “Cognitive Development and Learning in Instructional Contexts,” by James P. Byrnes, in order to best predict a students reading achievement, it is best to see if children are able to repeat stories that were just so recently read to them. This is a better way of assessing the students than any digital span. (Byrnes, 2007, p. 175) With this in mind, I asked questions that provoked a lot of thought and guided the conversations. I also implemented turn to talk into my lesson to hear what the students were saying to their peers about the story as
Through these resources, activities, and strategies, students are able to make progress into distinguishing the main idea and supporting details in reading texts. Through this they are also able to organize thoughts to develop a topic sentence and moreover use supporting facts and details. Many of the resources and activities done in this lesson allowed the students to think for themselves and make educated guesses based on the information given. Moreover they were allowed multiple opportunities to share with one another about heir thought
In the first chapter of his book, “Openings,” Eagleton started off by allowing the readers to picture students having a conversation about a book. Very quickly he pointed out the flaw in the discussion because he believed that, “some of the points made are fairly perceptive.” To read literature well or correctly, Eagleton believes
At the beginning of each unit a vocabulary list is given out, and as the vocabulary is gone over within the lessons emphasis will be placed as to where the students may find the terms on the vocabulary list.
... for teachers to choose materials that will hook students and motivate them to engage in their own learning. Teachers should provide multiple learning opportunities in which stu¬dents can experience success and can begin to build confidence in their ability to read, write, and think at higher level. By connecting strategies for learning, such as searching, compre¬hending, interpreting, composing, and teaching content knowledge, students are given the opportunity to succeed in their education. These elements include: fundamental skills such as phonemic awareness, phonemic decoding, and other word analysis skills that support word reading accuracy; text reading fluency; strategies for building vocabulary; strategies for understanding and using the specific textual features that distinguish different genres; and self-regulated use of reading comprehension strategies.
That is the goal of being a fluent reader. Mrs. Baughman uses the components of a story to teach comprehension. The components of the story are the setting, the plot, the conflict, and the resolution. If students can easily pick out the answers for the components of a story then their comprehension is growing. Another way to teach comprehension is by using graphic organizers like Venn-diagrams, story maps, and cause and effect charts. Teachers can also ask questions to make sure students understand the text. Not only does the teacher need to ask questions, but so do the students. If a student can ask questions, and with guidance answer it themselves they understand the material. The same goes with summarizing texts. A good way to check comprehension is to see how well the students summarized the texts. Doing so, can show if they really understand the material or they are just reading without thinking about it. Group work is a good way for students to share their thoughts on texts and help explain it to others in an easier way. If students do not comprehend text then their reading skills for the future will not be good. Teaching comprehension is not by just asking questions. There are many ways to check it that give a better view on how students are
Each student in a classroom can and very well may have different characteristics, so all students characteristics are different in some way. Some students’ may have characteristics that help them as readers in a classroom and some may have characteristics that hinder them as readers in a classroom. It is vitally important for a teacher to learn the characteristics of each student in order to present reading as something important for all the students in their class.
In preparation for each upcoming class students had required readings assigned as homework to be discussed in the next class time. Throughout this course’s timeframe we have had to read examples of poetry, fiction short stories, and essays. Even though each reading