Themes The themes that are emerging from my study are STAR assessment results, paired and choral reading. These themes will evolve in my study, and serve as a purpose to improve my students reading and fluency skills. These themes are an essential part in my study, and each of these differentiated strategies serve a purpose. In the second grade classroom that Miss Banks is currently substituting has just taken their STAR test. The word STAR stands for (Standardized, Testing, and Reporting). The STAR test students on their reading comprehension, fluency, and decoding skills. This type of assessment is called Data Driven Decision Making (DDDM) it refers to school teachers, or administrators collecting data from a student (assessments, portfolios, …show more content…
Then the teacher, and students will read the passage together, and then the teacher will ask students questions about the passage (Erekson & Optiz 2015). The students tended to become more relaxed, and at ease in reading passages. Miss Banks noticed that students who were struggling to read were sounding out the words, and they looked frustrated while they were reading. This made me realize if this reading strategy worked for them or not. The next strategy Miss Banks used is Paired Reading. Paired Reading is when two students read a reading passage from the same book. The teacher usually pairs a high reader with a lower reader to improve their literacy skills. (Erekson & Optiz 2015). Miss Banks will put each of the English Language Learners with Native English Speakers, and each student will take turns in reading a passage from a text book. The Native English Speakers seemed to become teachers while the English Language Learners seemed to become more comfortable with their classmate, and was able to comprehend and develop fluency skills. This made these students become a teacher for one another. This is a strategy that Miss Banks will embellish, and it signifies how motivated how these students benefited from one another. This is such a helpful commodity that Miss Banks will use this strategy at least twice a week in the
Objective 3: Having read one children’s literature story, A Bad Case of Stripes by David Shannon, the students will demonstrate an understanding of the text by being able to write 5 sentences describing the main themes of the story with 95% accuracy.
One literary element that helps clarify the theme is the element of motif. Throughout the book, the audience is reminded of the
During a test, these students were taken to another classroom area so that the inclusion teacher was able to read the test to them. Self-reading in the inclusion classroom is sometimes avoided as much as possible. The inclusion teacher also stated that there have been tests where the amount of information was lessened to avoid additional frustration being added as they are already struggling with reading the test information. According to the general education teacher, students on occasion are encouraged to read out loud. However, there is more of a push for them to participate in classroom or group discussion. Students that are asked to read aloud are based on their ability. This type of interaction makes for a comfortable learning environment and participation with their peers. She stated that she tries to pre-teach information that they will be covering on that day in the form of a warm up when the kids first enter the classroom. Then when they are exposed to the information later on in the class, it is not a total shock of information to
A theme is a message of a story or the idea that the author wishes to express. The theme in the short story, “Rikki-Tikki-Tavi” by Rudyard Kipling is that evil is punished and good is rewarded. Rikki-tikki’s character is good, and he is the protagonist. Throughout the story he worked to protect Teddy and the family. Rikki-tikki’s reward was keeping the family safe by defeating the cobras. The cobras were evil, and they were antagonists because they tried to kill everyone in the house and in the garden. They were punished by getting defeated, losing the garden, and losing the baby cobras. In this story, the action helped me figure out the theme and helped me realize clearly that it had something to do with good versus evil. I can see, however, how some people might think the theme is that hard work can bring a great reward. I intend to prove that my theme is correct.
From each unit we have studied we have focused on the theme of each text we read. Comparing all the texts we have read this semester all of them all have the underlying theme of Facing Reality. In Unit one we talked about Christopher Columbus and how he “discovered the Americas” and analyzed the constitution, in unit two we read the Shakespeare play The Tempest, and our last unit we concluded with the reading and analysis of the text The Crucible and the Salem Witch Trials. All these texts have the theme of facing reality.
Understanding of these themes is not the end product of a single unit or lesson, but the product of long term, ongoing instruction. The bold terms represent the connecting themes that appear in multiple units throughout the course. Following the term is an enduring understanding that gives focus to the theme and, in parentheses, the grades or courses where they appear. Enduring understandings transcend specific units and courses and increase student understanding and retention of knowledge. (Georgia Standard of Excellence in Social
Mrs. Hamm discussed that she actually uses three different programs to help teach language and literacy to her students. The first program, which is actually her favorite of the three programs, is called “Read Aloud Library”, the second program is called “Language for Learning” and the third program is called “Reading Mastery”. Mrs. Hamm discussed the programs as being very helpful tools in helping children develop their reading skills. Mrs. Hamm integrates literacy in her classroom in many different ways. In the different programs, the students read one book together in which they work on for the week by breaking down the chapters so that children can retell the story and learn th...
The theme seems to relate to our class, in that I feel that the overall theme was change and maturing. It seems that if there were a...
Learning to comprehend what we are reading and retaining it is crucial to being an active reader. Dr. Annie Olson described active reading as a process that can be condensed into three steps: preparing, interacting, and reflecting. Preparing to read, even if it might take a few extra moments, ultimately saves time later and revolutionizes one's reading (Olson 3). In addition to preparing to read, interacting with the text while reading enhances one's memory of what they read and encourages critical thinking. Finally, reflecting on your reading allows the brain to systematize and store the new information you received to be accessible in the future. As psychologists say: "Encoding, storage, and retrieval are the three primary stages of the human
This can be achieved by the student using methods such as recital, practicing in front of a mirror, and learning to speak comfortably in a front of a group by starting off around their family. This habit allows them to be more comfortable with reading and comprehending words that will eventually be turned into consistent speech and daily conversation. They can also use the visual and audio strategies mentioned previously and research online books to easier to develop their reading skills. (Vacca,
My question is, once we get beyond the theme where do we go? I have used the theme as a crutch- an excuse not to do any real thinking or contemplation on a subject. I just puke back what the instructor has already told me in an attractive, organized manner. This method is easier for a teacher to grade but I don't think it contributes to the understanding of everyone involved. By communicating in themes, we learn facts- not understanding or deeper meaning. In the handout written by Laib, we can see that organization is one of the keys to enhancing the understanding of both the reader and the writer.
How the theme of the novel is developed and enhanced by plot, character and setting.
For an abundance of authors, the driving force that aids them in creation of a novel is the theme or number of themes implemented throughout the novel. Often times the author doesn’t consciously identify the theme they’re trying to present. Usually a theme is a concept, principle or belief that is significant to an author. Not only does the theme create the backbone of the story, but it also guides the author by controlling the events that happen in a story, what emotions are dispersed, what are the actions of characters, and what emotions are presented within each environment to engage the readers in many
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