This is a full day kindergarten classroom with all African American students. The students live in an urban impoverished area and some of the students are homeless. The teacher chose to read Otis, by Loren Long because it has an interesting storyline and well-developed characters. Otis is a small red tractor on a farm. The goals of this lesson are to develop vocabulary, identify problems, and find solutions. What were your reactions? The teacher cares about the emotional well-being of her students. Several students have learning disabilities and she makes accommodations for them. For example, students that are diagnosed with ADHD have preferential seating. Students that have sensory needs are situated in the periphery of the room so that they …show more content…
How does this relate to how you see yourself as a teacher? I appreciated how the teacher was spontaneous in reading to the children. For example, in the story Otis makes a noise putt puff putted chuff and she asked the students to mimic the noise that Otis made. I think that by being spontaneous and being sensitive to the environment and atmosphere learning will be fun and more memorable for the children.
This is a reading intervention classroom of six 3rd grade students ages 9-10. This intervention group focuses on phonics, fluency, and comprehension. The students were placed in this group based on the results of the DIBELS Oral Reading Fluency assessment. Students in this class lack basic decoding skills. What were your reactions? The teacher was responsive to the needs of her students by recognizing that some of them were active and including a kinesthetic aspect to the lesson. She is also sensitive to the fact that reading is difficult for many children; therefore, she is open to using various methods, strategies, or ideas to teach the children to …show more content…
In the video footage they are studying Science with a concentration on speaking, listening, and viewing. During this lesson they learned to maintain eye contact with their speaker, engage in active listening, and keep still. What were your reactions? The atmosphere of the room was appealing, vibrant, and inviting. It was decorated with bright colors including a caterpillar floral area rug which contained the letters of the alphabet. There was also a small table and chairs with an umbrella where children could sit and relax. The teacher’s chair had a rainbow colored
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I love the fact that she added music to her lesson which helps with the multiple intelligence students. She gave directions and introductions to the class verbally and visually. She also begins the lesson with a song and rhythm to set up the lesson. Nina was able to used her talent to bridge the gap between music and language arts. Her expressions in her face and her voice reflect the tone of the story and she paused to ask questions and allowed time for answers. Nina’s lesson taught rhyming, rhythm, and word phrases and she showed patience with different interruptions that arise. She also had the students engaging in the lesson by keeping beat on a tambourine which showed her students were comprehending the lesson being taught. Rereading certain parts of the book and the way she added music to her lesson, I notice it was easier for the students to recall parts of the story. The only suggestion I would add to the lesson is give every child a hand drum to keep the rhythm or beat and add another song at the end to tie it all
No, I do not think Peter’s peers were prepared for him to join their class. During the interview segments with Peter’s peers many commented they “thought he looked funny” or they were “scared” due all the loud noises he made and the tantrums he threw. I think the teacher should have addressed the fact that the students are all different in different ways and Peter is different and acts a certain way because of he is student with Down Syndrome.
These DIBELS screening assessments were developed to help educators identify struggling, at-risk readers, so that appropriate types and levels of support can be implemented within the school system. They were designed to support efforts at the primary grade levels (K-6th) to prevent reading struggles as the learn progress through the school system. Furthermore, this test was to aid in the elimination in remediation lessons inside of the classroom.
According to research, over the period of the 1984-2012, the Reading Recovery program resulted in over 77% of participants who completed the intervention met the grade-level expectations in reading and writing. In addition to Reading Recovery, Brian received adjusted spelling tests where the number of correct letters were credited rather than correct words. Although, the continuous progress classroom consists of third, fourth, and fifth graders, the Reading Recovery program is specifically for younger children; therefore, appears inappropriate given Brian’s grade. Since Brian demonstrates no conspicuous progress in his reading difficulties based on the instructional modifications administered, the author concludes the modifications as ineffective; therefore suggests further
In the case study, it was evident the intervention encompassed the necessary elements required to provide a successful reading intervention for Brett, as suggested by Caldwell and Leslie. Firstly, the tutor determined the severity of the reading problem, after interviewing the parent and analyzing prior reading evaluations. The tutor determined Brett was reading five years below grade level. However, the tutor proceeded to complete an informal reading inventory to assess word recognition, fluency, and comprehension levels. Determining Brett’s independent and instructional reading levels are critical to ensure appropriate reading materials at approximately the 2/3 grade level comprehension, silent rate of a first grader, and oral reading accuracy at a second grade. However, word recognition appeared to be his strength.
In conclusion, my first impression was wrong, the classroom was not some kind of battlefield of teacher and student casualties. The students were not a lost cause that I imagine them to be. The students were well mannered and just wanted to be treated with respect. The classroom management was impeccable and astounding. It goes to show that although you may think you know a group of students you can be very mistaken.
With such high numbers of adolescents falling below basic in reading, illiteracy is a battle that must be fought head on. The largest dilemma with the struggle is the number of variations that cause adolescents to become reluctant, unmotivated or struggling readers. Fortunately, a large number of strategies exist to encourage and strengthen readers of all ages, proving that adolescence is not a time to give up on faltering students. Rather, it is a time to evaluate and intervene in an effort to turn a reluctant reader into an avid one (or near enough). Ultimately, educators must learn to properly assess a student’s strengths and weaknesses (Curtis, 2009) and pair them with the proper intervention techniques. If one method does not work, countless others exist to take its place.
I found this section relatable and interesting as just the day before I had had an experience that caused me to think through what was appropriate. The girls in the classroom I am observing asked me if I would go out to recess and play with them and then if I would sit with them at lunch. Although it was very sweet, I could see how this would hurt the student/teacher relationship I was trying to build. I responded by telling them that because I was there to learn how to be a teacher, I was going to eat with the
She envisions success and moves our low achieving intermediate school forward beginning with improving students’ reading comprehension and demonstrating proficiency in all core subjects. Every staff members is paired with a third grade student to help improve reading comprehension skills. We were able to work on the following: decoding skills, vocabulary, word knowledge,
RAVE-O functions as a small group reading intervention program. The instruction in each unit was designed to be concise, explicit, consistent, and easy to follow. The instruction was designed to progress and explicitly connect every aspect of a word as it is encountered. It has “interactive, multi-sensory activities and whimsy-filled strategies that enhance students’ abilities to decode, read fluently, understand, remember, and enjoy what they read” (Wolf, 2011). RAVE-O consists of 16 units, with three to six lessons per unit. Every day in every unit, RAVE-O’s multi-sensory activities and Minute Stories are to strengthen the attention and memory of struggling readers. The overall progress within a unit moves from accuracy to fluency to fluent comprehension.
The most intriguing thing is when the two people come to evaluate and shocked to see the teacher is doing a great job. The classroom is an open field where there are no tables or desks, but the kids are learning, for example, Winnie reciting the Shakespeare Sonnet was both intriguing and engaging. I
When I first got to the classroom the students were doing a listening exercise and had to answer same question the teacher wrote on the board. At a certain time they all were allowed to go to the bathroom. Each student was given a responsibility in the classroom.
Many students have a hard time when it comes to reading. There are many reading inventions that can help students out. Reading inventions are strategies that help students who are having trouble reading. The interventions are techniques that can be used to assist in one on ones with students or working in small groups to help students become a better reader. Hannah is a student who seems to be struggling with many independent reading assignments. There can be many reasons that Hannah is struggling with the independent reading assignments. One of the reasons that Hannah can be struggling with is reading comprehension while she is reading on her on. Reading comprehension is when students are able to read something, they are able to process it and they are able to understand what the text is saying. According to article Evidence-based early reading practices within a response to intervention system, it was mentioned that research strategies that can use to help reading comprehension can include of activating the student’s background knowledge of the text, the teacher can have questions that the student answer while reading the text, having students draw conclusions from the text, having