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May 11, 2023
REA-325: Professor Stevens
Clinical Field Experience C
The vocabulary lesson I observed in Mrs. Smith’s class was based around a book the class had been reading. Each chapter had a group of vocabulary words that related to, and could be found in, the chapter. The words discussed this week were loaning, elective, requisitioned, cardigan, and
sparse. For many of the students this was the first time hearing these words so they did, although some of them knew a basic meaning of loaning
and cardigan
.
Prior to reading the chapter of their book, students were asked if they knew the meaning of the vocabulary words. As a whole class they discussed what they each thought the words meant, where they had heard the words before, or simply informed Mrs. Smith of the words they did not understand. For the words that students did not understand Mrs. Smith explained the definition and gave an example. Students were to also write down the definition on a worksheet. Once each word was discussed, they began reading their book. The students took turns reading and when a vocabulary word came up Mrs. Smith would ask if the word was used in the same in the book as it was in her definitions and examples written on their worksheet.
After discussing my observations with Mrs. Smith, I did not find anything I that would change for the lesson. However, I would add to it by including an explanation that some words have multiple meanings prior to reading. And to remind students as we read to be thinking
about whether or not our vocabulary words would have multiple meanings to it. Ensuring that students understand this is important for reading comprehension.
Mrs. Smith and I also discussed a remediation activity for students who are struggling with understanding the vocabulary words through the book as a whole. The activity included providing students with additional time during their study hall to research more about the words. Their research can include finding pictures of examples for each word, or a video demonstrating the action of the word. This remediation activity was constructed with four specific students from the class in mind as they struggle with comprehending some of the vocabulary words each week. To assess their understanding, Mrs. Smith and I will review the information they found on their own and if any or incorrect we will guide them to the correct answer. From there Mrs. Smith and I will create a short, multiple-choice quiz using their correct research findings as an answer option. This way, they will see the answer to the vocabulary question as they had previously written in their own words.
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Name:
Grade and Section: 6-
PART II:
A
MATHEMATICS 6
4th QUARTER-PROBLEM SET 1
TOPIC: SOLID FIGURES
Parent's Signature:
Date:
Score:
Teacher:
What Is Big, Gray, and Lives
in California?
Find the volume of each prism. Write the letter of the exercise in the box above the
answer at the bottom of the page.
4.5 cm
A
6 cm
5.8 cm
25 in.
P
T
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N
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6.4 cm
30
25 in.
A
8 cm
30 in.
20 in.
30 in.
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12 cm
N
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H
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MATHEMATICS 6 | FOURTH QUARTER I PROBLEM SET 1
PREPARED BY: SIR K
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February 1 Charge:
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Chapter Summary Assignment #3 (Ch 5 & 6) D2L quiz questions will be asked in
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My answers
Part 1: Prepare Bluth Co.'s journal entries for each of the following transactions. Assume that
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1. Bluth Co. purchases $75,000 of inventory on account, terms 2/10 net
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2. Bluth Co. returns $5,000 of inventory to Sitwell Enterprise from the
initial purchase.
3
3. Bluth Co. pays the balance owed to Sitwell Enterprise, taking the
discount.
Recording Sales of Merchandise (new scenario)
4. Bluth Co. sells merchandise on account for $29,000 (terms 3/10 net
30) to Franklin Inc. The merchandise had cost Bluth Co. $15,500.
Show Transcribed…
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Concord Industries has equivalent units of 7100 for materials and for conversion costs. Total manufacturing costs are $124370. Total
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O $17.52.
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