I have learned many things in this class, even though I do not directly teach reading as a course I am still able to use the same strategies from this course in my science and social studies classroom. I didn’t expect to takes as much away from this course as I have. A majority of my work does not include reading basic terms or reviewing sounds that may be used outside of the classroom. One of the first things I did when we began this class was to look for some way for my students to work in collaborative groups and take the assignments given and understand the material. I struggled to find a happy median between my students. Some were unable to grasp the ideas because they could not sound out the words correctly. Since they do not have the …show more content…
The majority of the topics we use during this exercise are to spark the student’s interest into the newly introduced text. For example last week we were discussing the water cycle and how each plant uses water along with sunlight to live. To present the concept I pulled up a picture of a tree going throughout each season and what time of year goes with it. This helped to spark the interest of each student into what we were about to cover. In doing this, I was able to tie the weather that was occurring outside to what we were covering in class. From the picture that was shown the student would then formulate their ideas about what the upcoming assignment and chapter was about. Using the smart board, I allowed each student to com place the given correct spot. These words included: precipitation, condensation, evaporation, and accumulation. Explaining the route words for each helped them to acquire the needed information as …show more content…
We are the hub for all students in middle school who fall into the mild to moderate range. All instruction given in this functional setting or classroom comes from my coworker and me. The issue we continue to run into with them is the variance or difference from one student’s prior instruction to the next. The curriculum from one course to another is so different, and this alone takes away nearly a month of instructional time that is needed. I wish that we could get onto the same page and work as one to help these students, but this seems to be a farfetched idea. I honestly believe that each teacher no matter how long they have been teaching should take a refresher course such as this which would introduce new concepts into their classroom. I have found that not only their instruction has differed but also their attitude and actions. Once students have reached this level, they should already know certain things such as: keeping their hands to themselves, no hitting, no hugging and raise you and wait to be called upon before speaking out. It is hard enough to get the students on the same level scholastically without dealing with their behaviors. Adding one on top of the other can be too much; having this out of the way prior would be rather
While the reading assessment will be different for all students I learned that I must be attentive to the student and what they say, also I learned that even if the student gets frustrated I should not aid in the reading that is in front of them. Instruction for the students should be clear and precise; I believe that every student should have their own Vocabulary Dictionaries in the classroom. I believe that this will aid the students so much in the way that they will be able to acquire harder words and each students will be different, they will be able to have fun with it as well as learn at the same
The teaching strategy focuses on the student’s engagement to create reading with meaning. This reading strategy allows students to have more freedom to make their own decisions in what they read and how they read, without the teacher forcing materials upon them. As well, more time is allotted during the school day for students to engage in reading activities, instead of using traditional methods of writing paper and answering questions on a worksheet after reading a book. The Daily Five teaching strategy also strongly develops oral communication skills within students and their peers. By doing so, it creates a sense of community in the classroom that traditional teaching methods did not have. This teaching strategy allows the student to question the material they are reading, which includes their interests, ability to comprehend, and understanding vocabulary. Through the Daily Five teaching strategy, students are also able to find books that interests them, without the teacher giving them group of “leveled” books students may not personally
This task should be fun and interesting for the students. It is my hope that this activity proves to be successful for my students and helps them to understand the necessary learning objectives set forth.
Part II-----The classroom setting and arrangement was a little different specifically for my social studies students. Our classroom is a computer lab so every student had his or her own computer. It is a little different then the normal classroom setting, they are used for the core classes. There are some positive and negatives for this setting. Some positives are students are able to use the computer for every single assignment and have the help of technology at every step. Technology was helpful because students could use spell check for incorrect words, it could be used many times for Google translate. There are many different websites that can read the text for you. Some of the negatives is they do not have the benefit of sitting in a group and collaborating in talking in the way I would want them to. When grouping students for collaborative discussions and assignments I am required that we group
An element of the lesson that could have been handled differently was the strategy used for reading the article The Frog and the Toad. Utilizing a reading strategy such as ‘control the game’ where students are asked to read aloud in a random order determined by the teacher would have kept students more actively engaged compared to asking students to read silently at their desk. This is because students are forced to listen and follow along at a fast pace because students do not know when they will be called on to read. Reading aloud also supports students who have trouble comprehending material during silent reading because they are able to hear the words spoken out
The seven pillars of effective reading instruction are an important base to an effective and engaging classroom. Teachers, who are able to apply each of these pillars to everyday learning in the classroom, reach their students and provide instruction in meaningful and approachable ways. Each of these pillars provides important ideas and information that work together to create an effective learning environment in the literacy classroom. By accessing and including each of these pillars in my classroom environment, curriculum and instructions, students benefit from the more effective reading instruction possible.
I have had to reteach myself the parts of speech to be able to help them. I feel like I am learning right along with them. I also checked out the textbook they are using in Mrs. Sottoriva’s class so I am able to read the stories and be more engaged in the classroom discussions. The students are assigned different short stories out of the textbook and will write a one page
When a teacher alters the way they present a lesson or adjusts an assignment or activity for specific students, they are differentiating their instruction. Re-teaching a lesson also offers a way to differentiate instruction because when you re-teach, a teacher will use a different technique and differing examples to teach the same content that was taught before in an attempt to reach those students more successfully. In order to appropriately differentiate instruction in the classroom, a teacher must pay attention to three student characteristics, which Tomlinson (2001) has identified as: readiness, interest, and learning profiles. Student readiness refers to how much background knowledge a student has relating to a specific topic. Student
The teacher has been using district reading series, cooperative grouping for reading activities, using card to follow while reading, cueing before asking questions as well as sticker chart for hand raising and working while in his seat, which has helped.
During this practicum, so far, I have worked with three students. Two of them I have worked with a bit more than the third person. I have found out quite a bit about each of them and have tried my hardest to make the learning material relevant to their reading levels and interests. Here is what I have found:
...d greatly stress reading and language in my classroom. I feel that these two subjects help students to present their thoughts in an effective way. Language and reading are the tools with which a student gets ahead in society today. I think that one of the saddest sights, is to see men and women in adulthood that cannot read. A student that has good language and reading skill can achieve far more than someone with fewer skills in these areas.
First, my teaching practices have changed in many ways to meet the needs of linguistically, culturally, and academically diverse learners in my classroom. I have incorporated a variety of sheltered instruction observation protocol, code switching, and the push-in model to meet the needs of the linguistically diverse learners in my classroom (Brooks & Karathanos, 2009;Echevarria, Short & Powers, 2008; Maxwell, 2013b). I have also transformed my teaching practice by creating a culturally responsive classroom and practices to meet the needs of the culturally diverse learners in my classroom (Laureate Education, 2014f). Additionally, I have implemented flexible grouping, cluster grouping, different learning styles, differentiation, effective response to intervention, and progress monitoring to meet the needs of the academically diverse learners in my classroom (American Institute for Research, Center on Response to Intervention, n.d.; Brulles & Weinbrenner, 2012; Scholastic, n.d.). Throughout this year, I have been able to build and maintain strong relationships with all my students. I have been able to meet the individual needs of all my students through the variety of research-based instruction strategies, textbooks, articles, journals, knowledge and information gained from this program. My students have made tremendous growth in reading and literacy this year. I have learned a tremendous amount of information from this program that has contributed to the amazing success of my eighteen wonderful first grade
“Whole language isn’t something one does; whole language is something one believes in and something that guides one’s research, one’s learning, and one’s teaching” (I Do Whole Language on Fridays 18).
Based on my experience, one a person/an individual in the field of education should be exposed to different grade levels in order to understand their student’s behavior which varies with age/grade. I started my career in a middle school where, I reminded my students to take notes as I teach, sent home works, a...
My classes' abilities range from high to very low. The highest of my students can read, speak in full descriptive sentences, respond creatively, and appropriately to thought provoking questions. Whereas, my lowest students know only a couple letters of the alphabet, have difficulty coming up with meaningful sentences and often answer questions with statements that have no bearing on the subject matter. My biggest challenge when planning for this period of instruction was to find a way to actively involve all of my students and offer success for everyone, regardless of skill level. I decided to have stations where 4 students, at a time, would be engaged in stimulating activities and where there would be very little "wait"...