Grade 1 : Literacy Difficulties

What were the objectives of this lesson? How well do you think your students understood the overall purpose and relevance of the lesson? (APS 4.A–C)

Times are changing. Literacy is not only a problem that the English teacher has to deal with. Literacy is defined as the ability to read and write (Oxford Dictionaries). However, you have to use different skills to read a novel than you do with reading a science question. So it only makes that literacy should be taught in different ways for each different subject. It does a student no good to be able to physically read a science question but have no idea what it’s asking for. The last five years have seen unprecedented attention given to the literacy achievement of adolescents in secondary schools in the United States. Spurred by the release of flat or declining reading scores on national tests. (Donahue, Daane & Grigg, 2003). This could be easily linked to a lack of literacy techniques being taught in schools.

[ ] In order to build on the children’s understanding and content knowledge, lesson one’s purpose is to engage the children through making a prediction based on the text, pictures, and title. Lesson two builds on the language and literacy by continuing with using the mentor text, “Fancy Nancy” and using the rich academic language associated with the central focus of predictions. For example, each lesson has a distinct objective in which the activities are built on but all three lessons build on each other by incorporating similar academic language and literacy. The children start out in a whole group setting and are actively engaged through discussions and sharing activities. The children are then scaffolded into independent reading and activities to assess their understanding of the content objectives. They then use their prior knowledge and rich vocabulary to successfully complete the objective of each lesson through verbal discussions, independent work, and physical movement. In lesson one, the children are actively engaged through participating in a gallery walk. This gallery walk is done with the children’s table groups and encourages community and social interactions. During this activity, the children will work together to activate their prior knowledge of predictions and record through writing what they

Both formative and summative assessments were given for students through the group activity of coming up with and sounding out words to write as a group. Also, at the end of the activity and reading students complete a beginning letter sound sheet to determine if they can follow directions, just using c, b, and m, and figure out the beginning letter sounds. They are

I have gained a lot knowledge from these past nine weeks during the literacy practicum in a second-grade classroom. I have spent a large portion of my time working with the students along with my Mentor Teacher to obtain new insight on understanding and experiencing what it is like to be a literacy educator. I have spent countless hours planning, teaching, and working with my student with the knowledge that this experience will help impact my teaching in positive ways.

The Case Study clearly illustrates the students (Reggie and Arnie) struggle in doing their assignment, i.e time management, lack of focus and low speed reading ability, the factors that opted the students to make use of the easiest, but prohibited act in preparing their assignments.

I would say that my literacy skills are in between. My literacy skills I think is a six, because I know that there is still some problems that I face. Many of the problems that I face are oral and writing. Oral communication is something that I found to be difficult to me. Growing up I was always a quiet person someone who does not speak out as much. Therefore, I think that is why my oral communication is not as good. For example, I remember in middle school that I had a presentation to do but I was really shy to go out and speak and for that reason I ended up getting a bad grade. Another problem that I face is writing. This to me is a problem that I have been facing ever since middle school. The reason I think why I have such a trouble with

After taking the student through the instructional material, she was able to meet the criterion for the objective. During the initial assessment I was able to determine that the incorrect response for identifying the front and back of the book was due to a lack of knowledge of the vocabulary. Therefore, a brief lesson on the unfamiliar words was sufficient for the student to be able to master the concept. I ensured that the student was able to pronounce the words, recognize them when spoken by another, and understand that they apply to more than books. After which, she was able to correctly identify the parts of the materials independently.

How much time is devoted each day to specific instruction in reading, writing, and other aspects of literacy in your classroom?

Throughout the year’s technology has increasingly become a factor of children’s daily routines. Smartphone and tablets are common examples of technology that are exposed to children from an early age. There are multiple applications on smartphones and tablets for enhancing a child’s education and learning experience. The application that was chosen for literacy enhancement is called Homer Learn to Read program. This program contains multiple features which are discussed in this assignment. The three areas in literacy discussed on the Homer program is phonics-letter sounds, vocabulary, and sight words. Although only three areas are discussed in this assignment this program covers other areas in literacy. Questions to consider when reviewing

A major curricular problem in the school that I found is a major reading deficit in third grade. This deficit is a major problem for third grade because of the new Third Grade Reading Gate Assessment. The Third Grade Reading Gate Assessment is an assessment given to all third graders requiring them to read on a third grade level before being promoted to the fourth grade. If students cannot perform on this assessment, they will be retained unless promoted with a good cause exemption.

The primary focus in this section is to be focussed on what the student is to learn and in this case follow consistency in phrasing used throughout the school, WALT`s and WILF`s; a strategy allowing for consistency in objectives and expectations alike. It is beneficial then to, as Pollards suggests,

Information on the context of the lesson: Assuming that the students have already mastered the basic writing skills over the last two months, this class comes before the end of the semester. To illustrate, the

To carry out this analysis I chose one page of the practice book 1 of thumbs up! series (p. 61) with two exercises based on the current content of my classes: parts of the body and descriptions. In this page both exercises are intended to make the students practice reading and writing by providing seven illustrations that suggest the learner to read and color according to the information given and to complete sentences by using words from the box. Based on what Tomlinson (2010, p. 94) states, as teachers we have to “make sure that these output activities are designed so that the learners are using language rather than just practicing specified features”, and this is what I consider is not happening in this unit; it is only focusing on the elements

determining and formulating learning objectives, I noticed that Ms. Gonzales imparts her lesson objectives including plans and purpose of lesson for her students. 3. Lesson objectives must be in the 2  Based on the totality of the lesson or 3 domains – cognitive, skill and discussed, the lesson is holistic and affective or cognitive and affective complete because it dwells on or skill and affective. knowledge, skills, and values. The lesson for that day of Ms. Gonzales was about a poem entitled “when I was one and twenty”, throughout the lesson, they showed their skills in reading, as they read each stanza of the poem with correct pronunciation considering their accents and pausing. After reading literary piece. Questions are followed to check the student’s comprehension and understanding about the poem and lastly, with the concern in the affective domain, there is also a question that tested their reasoning skills in which afterwards they interpret the true meaning and essence of the poem that leads for the development to their values. 4. Work on significant and relevant  Ms. Gonzales present a poem lesson objectives. entitled “when I was one and twenty”. She asked her students on what they understand in the title and to the stanzas of the poem. And there is a line that comes from the poem where in Ms. Gonzales asked her students on what is their point of view about it. Some students raised their hands and gave