Azccr Questions

RL.6.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELA-Literacy. RL.6.2: Determine a theme of central idea of a text and ho it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. ELA-Literacy.

Example in Setting: Children need to know the sounds of the letters before they can put them together to make words, once they know the sounds they can put them together

The students are asked to copy the words into their social studies folder. Mrs. Cannon then verbalizes the definitions of each word. John offers his own definition of a word, the teacher says, “Just copy my definition. It’ll be the one on the vocabulary test.” John looks embarrassed. Mrs. Cannon then gives the students another assignment to pick one form of communication, decide if it’s from past or present, write a description about it and draw a picture. John seems confused and I noticed him copying another student’s paper. When the students are at recess Mrs. Cannon says, “I just don’t understand. I modeled the handwriting and gave them an explanation of each word. Why are they not getting it? I mean, I have high expectations for them and want them to do well, I really do.”

The first lesson utilizes the poem “Things” by Eloise Greenfield. The poem’s stanza allude to different situations that allow students to infer what happened. The academic language of “I infer” will be introduced and used by both the teacher and students throughout the lesson

In terms of understanding of the world the children used their senses to investigate objects and materials by used. The children also constructed letters with an object and adapted their work where necessary.

The teacher was instructed to teach the learner a series of word pairs which would be used to test the learners’ memory. The teacher would then read one

Only at school where her unusual intellectual abilities allowed her to stand out did Clara believe she received sufficient attention. After shocking her teacher by correctly spelling artichoke on the first day of school (Pryor 1987), she went on to impress her teachers with her eagerness to learn the reading, writing and arithmetic which the school stressed.

The class lesson focused on reading, speaking, and understanding a work of William Shakespeare, A Midsummer Nights Dream. Student desks were arranged in a horseshoe shape so that all students faced the center of the room. The ELL students were seated in three small groups throughout the horseshoe, though I’m not sure if this was by choice or by design. The teacher and students were supported by an ESL tutor. During the class students worked with a neighbor to paraphrase sections of the reading. Students, for the most, part were prepared and responsive when called on. The main focus of the class activity was reading silently and orally, passages from the play and paraphrasing individual acts and scenes as a class. Both the teacher and individual student volunteers took turns reading the parts.

Throughout the excerpt the author compares letters and words that Estrella’s learning to the tools she already know. When she says “...so what is this..the scripts A’s had the curlicue of a pry bar, a hammerhead split line like a V…”(15-19) This portrays Estrellas confusion towards the letters on the chalkboard and her trying to make a connection with the tools she knows. She wants to understand the letters presented to her ,but struggles to do so making her feel frustrated and confused with her class. What added to the frustration were the hurtful words said to her. She compared them to “...rusted nails piercing the heels of her bare feet” (39-40) This comparison gives a reader a glimpse of how much hate and pain she has from learning this new language in her class. Another example is “the curves and tails or tools made no sense and the shapes were as foreign and meaningless to her as the lines on the blackboard.”(41-43) She tried to learn what they were teaching her, but she finds both irrelevant to her life and does not think she needs to know what each means. There is no pot in trying because she will never understand them. She sees no

The teacher first explains to the class that they will be opening their reading notebook and will be working on their book holes. She grabs her own notebook to show the student how to make the notes page for the class. She explains first to find a new blank page in the notebook and then one it is found to fold the page in half (while demonstrating) and then to fold the other side in half (while demonstrating). When one student is finished she calls on him to hold the page up and show his classmates. Then she tells the students to turn back to that blank page and write “Holes” because that is the title of the book. Then she hands out an organizer to all students that is a character characteristics chart. This chart is used to help students

In the lesson, Mrs. Firpo focused on the long e and long i sounds for the letter y. She tells the children that the y can sound like a long e and gives them examples, like baby. She then tells them that the y can also make the sound of a long i and gives them examples, like fly. This helps the children to gain oral phonemic awareness. After that she shows them pictures

At first the students would stare and ask why she was wearing the phonic ear. Although, the phonic ear helps Cece hear, it does not create a clear sound. Many words sound jumbled and the young girl will have to desifer what was just said based off of context. The young girl explains and shows the difficulties of making friends and being different than the others in the

Many of the children left the paint to make shapes with the play dough, but 3 students went to the library area to read books. Two of the girls took babies with them and read stories to their babies while the boy student read alone to himself various books for about 45 minutes. The girls would change seats and move the dolls around as well as change books, but the little boy seated in the library was not distracted by any of their activities.

My Observation for Ms. Lydick class started, as the students were in stations, working on fluency, word work, and writing. This week I was assigned to provide accommodations that the teacher has to do with certain students.

The industrious classroom was bustling with children laughing, pretending, communicating and a plethora of other activities. At this age they are engaging in private speech and still in the process of developing their speech habits. Private speech is the act of children verbalizing their thoughts in a sense as to guide their actions (Santrock, 2010). A child sitting by himself is trying to mimic a pattern of colorful shapes on a piece of string. “Red, blue, green,..” he says out loud as he places the respective shapes on the string. Private speech in this case would be him saying each color aloud in order to guide the placement of each shape. Upon completion he smiles at his creation then rushes to show it to the nearest adult. “Good job, Max!”, the teacher exclaims to him and asks him if can do another one for her. He says “Thank you.”, and eagerly rushes back to the shapes and empties his string ready to start anew. Finishing another pattern he rushes back to the adult where he cheers because he is feeling happy that he did a great job on his pattern, the instructor thought so as well. The young boy was very receptive in terms of the instructor’s comments. He knew that he had done a great job on his pattern when the teacher told him great job. His reaction shows that he was able to understand that the teacher’s statement was congratulatory and a positive interaction, to which he responded with similar energy.