Synthesize the Learning

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University of Texas, Tyler *

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5300

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English

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Apr 3, 2024

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docx

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Uploaded by DrFireTurtle11

Kimberly Crawford 6005.TX July 7, 2023 Synthesize the Learning 1. How will you foster the reading-writing connection in your classroom? Be sure to discuss examples that best meet the needs of your grade level. a. I will plan reading lessons in the classroom to include writing activities to demonstrate to students that reading and writing are connected. One main writing assignment I would assign students while reading is learning how to take notes. This allows them to dig deeper into the reading, and as they are writing out their notes it shows them how connected writing is to their reading. During the reading, I will pause to ask questions about the text such as key points of the plots, character information, or for vocabulary words that need to be broken down. We will discuss these points as a class, and than students will be given a moment to annotate them on their assigned notes sheet. This aids in teaching students how to break down a text for better understanding, while also fostering their reading-writing connection. b. I also plan to have writing based activities for students to complete during the reading. I will plan 2-3 chapters to be read either independently or as a class, which will be followed by a writing activity. This activity will be based as a worksheet with higher-level open ended questions that students are able to complete that goes along with the chapters that we read. By requiring students to write on these activities, it shows them that the writing process is important to get a depper understanding of the text they are reading. These skills will continued to be built on during the school year. Another reading-writing connection that can be used is during other subjects, such as history. c. A third way that I plan to utilize daily reading-writing connections in the classroom is through daily journaling. Students will be given a reading passage or chapters from an assigned reading to complete. They will than be given a prompt to write about in their journal. This allows them to see texts that are beyond just assigned readings in the classroom. This is also a vital skill students will need when it is time for them to complete state testing. The prompt given to students will make them think about the text on a deeper level. It will also require them to provide text evidence in their writing on why they have answered what they chose. 2. How will you provide opportunities for choice and differentiated instruction? What stuck out in the course textbook that would work best for your grade level? Support your answers with examples.

a. After reading The Flexible ELA Classroom: Practical Tools for Differentiated Instruction in Grades 4-8 by Amber Chandler, I have found that an effective way to differentiate in the classroom that I plan to use are choice boards. When using choice boards in the classroom, students are more motivated to complete assignments because they were able to have a choice in their learning. This will also give me a chance to observe which learning styles students are more comfortable working with. When they choose an activity that is more interesting to them or fits their learning needs, it will be more effective for their learning. The choice board will include different activities utilizing skills such as writing, verbal, hands-on, and activities that provide visual connections to words or ideas. Overall, choice boards are an effective way of differentiating because it gives students a chance to be in control of how they learn, works with students on different levels, and I will be able to observe and get to know my students learning styles. b. Another differentiation strategy I plan to use after reading The Flexible ELA Classroom: Practical Tools for Differentiated Instruction in Grades 4-8 by Amber Chandler is menus. This will be used when students are completing independent reading of a novel. Each activity on the menu will be aligned to the state standards that we are focusing on for the lesson to ensure students are getting practice to master the standard. Students will be required to select 3 different activities that go along with their novel, and they will be labeled as the appetizer, entree, and dessert. There will be different options that fall under different learning styles such as creating a brochure, making a presentation, making a timeline of the story, or creating a video to act out scenes and characters from the book. Using a menu will give students to make connections with the content, and they will also be working with vocabulary and concepts that were introduced in the story. It also encourages student engagement because when students are given a choice they are more excited to complete the work. c. Overall, I think these strategies would work best with students in the 4-8 grades because it starts to introduce the idea that they are apart of their learning process. If students were in younger grades, they may struggle with making the choice and working so independently, but as they get older these are important skills for them to use in the classroom. Older students also aren’t always excited to complete assignments, but when they are given a choice to what they are completing, it gives that excitement back to the classroom. 3. What is an area you want to learn more about? What specific practices do you feel you need more information on in regards to teaching students the reading/writing connection and providing choice? Create a plan that would allow you to grow and gain more knowledge in your chosen area. a. An area I would like to learn about more is note taking and annotating in the classroom. I believe that students learn information more effectively when they take notes about it and write it out, and it also promotes practice in their reading-writing connections. I want to gather more

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