Evaluation Of A Mini Reading Lesson Plan

The first reason is that the ninth-graders can relate to the mistakes that the main characters make in the story. The second reason is that the novel has a lot of inspirational quotes that the ninth-graders can learn from. A quote that I learnt from is this novel is, “Nothing could seem more natural to us than the rebellion of teenagers.” This quote tells me that our stages in life are natural. Finally, the last reason is how great of a writer William Shakespeare is. I learnt a lot from his writing and I hope that the ninth-graders will have the chance to read this

The question that I have chosen for my inquiry project is: How can you improve performance in a first grade classroom with Guided Reading? I am interested in this since I teach first grade. As a first grade teacher I am always looking for ways to improve my class’s performance. Guided reading offers support to the students as they are learning. Rogoff suggested that “adults support children’s learning by structuring the task’s difficulty level, jointly participating in problem solving, focusing the learner’s attention to the task, and motivating the learner.” (Frey & Fisher, 2010, 84).

The audience for this book is children and young adults. The main characters in the book are young adults and the twisting and turning of the plot make it interesting for that age

Explain the Simple View of Reading and its applications for teaching in relation to your SE1 context, with particular reference to strategies for teaching and assessing reading.

The learning activity chosen is for year 3 students, having the children chose a book they have read and enjoyed and get them to write up a book report detailing the Main characters, what happens at the start of the book, middle of the book and at the end along with the child’s personal connection with the book, what they think may happen to the characters after the story has finished and if they like the book or not and if they would recommend it to others. They will need to use the form provided to describe the main characters in the books and give an overview of what happens in the start, middle and end of the book. The children will also be required to explore the personal connection they have with the book and what they thought of the

The Wilson Reading System (WRS) is marketed for students from grades 2 to 12 who are not making sufficient progress with their current Tier 2 intervention and need a more intensive intervention at Tier 3. It is used most often with students in upper elementary to high school. The program can also be used with adults who need remedial reading services. Specifically, the program is based on the Orton-Gillingham approach to reading instruction. This approach relies on direct instruction, incorporates ideas of “how” and “why” individuals learn to read, and explores multi-sensory methods (auditory, visual, and kinesthetic). It is intended for individuals who have problems with phonological awareness or orthographic processing.

There are many different types of learning disabilities; the most common ones are dyslexia and attention deficit disorder. (Jerome Rosner. –third ed. 1)

6.2 Develop a plan for improving own knowledge, understanding and skills in literacy, numeracy and ICT. Make a table like below and fill in training you could do, you can use past training to start and go into future training you would like to do if you want. I may just be training you have had on use of interactive white bopard or how to make power points

The key to a good book is one that captures the reader’s attention and sustains it. A book that the reader can relate to and learn something from can be an extremely valuable learning resource. When determining what books should be included in a curriculum, two very important factors are that the story is relatable for students and is able to incorporate other historical, life, or religious lessons within the study of the novel. Sue Monk Kidd’s The Secret Life of Bees should be kept in the Honors English 10 curriculum at Magnificat High School.

In a 4th grade classroom the students can begin looking at the language used. For example, “They toss out shoes like they’re throwing footballs.” This is a great example of a simile. “Flames pounce up the side of our building.” This is a perfect example of personification. What does this look like to students? What animals pounce? What would flames pouncing look like? Tone, imagery, theme, symbolism (the two cats from different owners of different races holding paws), foreshadowing, point of view, conflict, diction, etc.; this book is filled with topics to discuss with students. I found myself easily considering bringing this story to use with my 6th graders. In a middle school classroom this book would be great to begin a discussion on racial issues or riots. Also, really understanding and breaking down the text and what the author is creating by the end of the story is something younger grades might not pick up on yet. 6th grade can really comprehend what Eve Bunting was trying to accomplish with this

My book, Because of Mr. Terupt, by Rob Buyea, is about a group of kids in Mr. Terupt's home room at Snow Hill School. Mr. Terupt is new to the school and is about to take one heck of a journey. The fifth grade's school begins with Mr. Terupt getting to know the kids. Jessica, the new kid who is thankful for Mr. Terupt. Peter, tries to get away with his schemes but Mr. Terupt as always knows how to correct his behavior. Anna, can't make friends because of her mother's past. Jeffery doesn't like school. Alexia tries to start drama, Danielle, tries to put a stop to Alexia's drama, Luke, likes Mr. Terupt's style of teaching. As the year goes by the kids get rewarded. The kids agree on playing out in the snow, the principal, Mrs. Williams also agrees.

This activity was different, challenging and enjoyable for the students and teacher. I could see that the students enjoyed reading “I Need My Monster” (A.Noll) and so did I. The story was comical, intense, and exciting. The more they read the more exciting it became. They want to know what was going to happen before we could turn the page. The activity helped the students to understand and expand their vocabulary. The book brought out the best in them. Using new reading strategies. Vocabulary words in a sentence to get the full meaning. Learning about using the tool of predicting. What would happen, how, when in differnet stages of the book. Using the title, table of contents, and pictures to bring it all to life. It provided

This story could be used in the secondary classroom, but I wouldn’t want it to be one in which the students would come to the conclusion that the fish is stuck forever in the water and would not get a glimpse of the “real world” The frog is fortunate to have been able to experience both the world of water and air. The book ends in a defeatist manner in which the fish can't go beyond his boundary of the water. I would ask the students to rewrite this story in a way in which the fish can go beyond his boundaries. If this book is equated to the way students learn, then this fish is stuck with his preconceived ideas and will never go beyond. Or the students could write about themselves when they have overcome an obstacle. The frog in this

This is a way for the students to understand what they are reading and to be able to put what they are learning from this story and from their teachers into what they will learn later on in school.

Understanding a foreign language is also not one of their strong points. A child with a learning disability does not perform well on tests, especially when they are timed, often refuses to do written work, and has trouble decoding words. This usually means that they have trouble hearing and understanding a person’s directions since they cannot decode the message properly. (Silverman)