Graphic Organizer

Lennie Small is a stable, but physically strong man who is George’s partner and is his constant and trustworthy companion. He has a habit for soft things, considering the fact that he is a big person and that he enjoys little, soft items in which that some of these can lead to trouble for him.

These include the use of language and images to create meaning, communicate, and think. Martinez argues that human beings use words to communicate and process information. In other words, the human mind uses language to imagine or create connections that will help to prevent confusion (Martinez, 2010). In my opinion, I agree with the author's perspective. For example, when I try to communicate in English, I use the words that I have stored in my memory to process information and communicate. Furthermore, I use language by applying photographic memory skills, and cluster letters to form words. Martinez describes this process of clustering words as chunking, whereby, the process of grouping information together allows our short-term memory to identify and hold more

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Expectations: My expectations for the students will be explained to them before they begin their work. I expect them to work quietly with their partner on their guided worksheet. Once they are done, they will be expected to show what they have learned in a well thought out paragraph that has the correct punctuation. If they have questions, I expect them to raise their hand and I will come over and help them as needed. I also expect them to turn in quality work and review their writing before they turn both papers in.

315-317) was used throughout the lesson in order to give the students an example of how to use the strategies that were taught. Before children would work on assignments alone, the teacher would model exactly what is expected of them, and keep examples of what was modeled during the lesson so the students could look back to it if they need to. Read-alouds (Cooper, 2015, p. 37) were used in this lesson to really help children to focus on certain topics of the text. “Sometimes the best way to help children understand a particular piece of text is to read it aloud to them and discuss it with them” (Cooper, 2015, p. 37). Think-alouds (Cooper, 2015, p. 30) were incorporated into this lesson when trying to explain how to use the strategy of character mapping. Think-alouds are a great way to explain to students how to use a specific skill or strategy so that they can have a better time comprehending it. Semantic maps (Cooper, 2015, p.83) were used in this lesson for brainstorming ideas from the text to later reference when making illustrations and creating short responses to the text. This strategy is also a great tool for second-language-learners because it helps to narrow down the specific parts in the text to help create more details of the topic being taught. Cooperative “popcorn” sequencing(Annenburg Learner, 2015) was used in the lesson to allow a variety of students to participate in the

Linguistic instructional methods, such as reading and listening, activate the left side of the brain, while non-linguistic methods, which incorporate the senses and movement, activate the left side. As a result, engaging both sides of the student’s brain in the learning process, through a balanced plan of instruction, is important. Such an approach is also believed to improve a student’s ability to remember and apply that information in the future. In order to facilitate this, the teacher must include the use of non-linguistic representations or cues in their lessons to make challenging content comprehensible. Such elements as visual aids - like graphic organizers, pictures, illustrations or images; hands-on experiences including the use of manipulatives or physical models that students can touch, move and create; physical or kinesthetic techniques using movement including gestures such as hand movements to illustrate concepts; and demonstrations, modeling

It is essential that teachers use a variety of strategies in their teaching, to ensure that EAL learners are being included into their mathematics lessons, at all times. Baker (2006) stresses, ‘BICS is said to occur when there are contextual supports and props for language delivery.’ (Baker, 2006, p.174) Therefore, non-verbal support by teachers can help to secure understanding for EAL learners, for example, using gestures with face and hands, or writing on PowerPoint and worksheets. The use of concrete rather than abstract starters, may allow EAL students greater access to the beginning of the lesson. E.g. matching words to pictures or grouping similar words. If language that is supported by contextual clues in the environment, helps the second language learner make meaning from the spoken, or written word, (Improving Second Language Education, 2011) then the use of objects, visual aids, such as a laminated pictures to signify different equipment or key words, such as mass, capacity at the very beginning of topic ‘measurement’ for example, pictures, charts and props should be utilized in

Understanding these learning techniques in my particular working environment is really important because our creative education system has high demands in regard to them. I use visual

As a child masters a skill, it is important that the decision is left to them as to when they are ready to move on from manipulatives onto pictoral representations and finally to abstract representations. When using manipulatives, children are more enthusiastic and motivated to learn, they gain deeper understanding through the use of manipulatives and they can be effectively used to support and scaffold English Additional Language (EAL) learners to demonstrate their understanding in situations where they can not verbalise this.

Students are thus learning through the representation in options for language, mathematical expressions and symbols, with strategies to Clarify vocabulary and symbols, syntax and structure, promoting understanding across languages, illustrating through multiple media, decoding text, mathematical notation and symbols. Furthermore, representation provides options for comprehension, activate or supply background knowledge, highlights patterns, critical features, big ideas and relationships, guide information processing, visualization and manipulation, maximize transfer and generalization. ( National Center on Universal Design for Learning, 2014)

It is used as an organisational tool, mode of communication, transferring information to another, a prompt for thinking and, to reinforce relationships (Cremin & Myhill, 2012). An example would be making a list of things to do in a piece of paper to be reminded of tasks and duties. Curriculum and policy documentation of writing may not always sharpen the child's writing skills. It can help as a guideline but writers are developed through writing and reflecting on their writing experiences (Cremin & Myhill, 2012). Completing writing exercises and implementing reading journals can improve an individual’s writing skills. Writing is a participation to set a specific social practise. It is then shaped by social and historical understanding about what writing is, what form it takes and what it is good for in specific contexts (Cremin & Myhill, 2012). For example, Arabians has their own form of language which is in Arabic symbols instead of letters like the English language. Language can symbolise an individual. Educators should inspire their students to learn a different language other than their native language. The twenty-first century’s technology has helped the way language has

I believe the students had a better grasp on text and graphic features when we were going over the skill as a group because they were able to correctly answer the questions I asked them. When it came time to use this skill to answer the questions on their practice sheets they seemed to struggle with what the questions were asking them to do. Overall, I believe the students had a better handle on the concept when the questions were more specific. An example of a more specific question would be how does a text feature help tell you what the story was about. I think the question asking students how “do text and picture clues help you understand what Matt does?’ was too

The final step in the approach that the authors present is to include a writing component within a lesson. There is no wrong way to include writing in any classroom. Teachers have to choose what mode of writing best fits each individual student. Again, there is technology available to use with students in order to aid with

The previously mentioned recommended learning strategies for the very strong read/write learning preference of this student compare near-perfectly with the strategies currently in use. This student however, frequently incorporates visual approaches to writing by using different colored highlighters to categorize and connect different thoughts. Sticky notes, often having various bright colors, adorn books, periodicals, Bibles, and even the course syllabus for this class. Often when communicating in writing with others, words are circled followed by arrows that point to a reply the writer has written. Visual learning strategies are very important to this author’s success

Numerous studies confirm the benefits of using graphic organizers in the classroom in terms of helping students develop and process information. The mere fact this is a method that has been backed by such a strong body of evidence has imbued me with confidence that this intervention will yield positive results. Graphic organizers are a way to help students "grapple with core ideas of the content and develop sophisticated relational understandings of it" (Ellis 2004). They help students to process information as opposed to memorizing and stressing facts (Ellis 2004), which is what history, is predominantly concerned with. Too often when we teach children in our particular content areas we take a Scholar Academic