Instructional Sequence : Using With Time Increments, And Materials Needed Essay

1. Explain what functions racial beliefs serve for the dominant group according to the functionalist perspective. Conversely, explain what dysfunctions to society are caused by prejudice and discrimination.

Then have the class read it together. o Ask the class for their understanding of punctuation symbols (capital letter, comma, full stop) and point to the sentence strips to show examples. o Explain how a sentence can contain one or more ‘happenings’ o Focus on the sentence on the sentence strips and ask the children how many happenings occur in the sentence. o Underline the clauses in the section not including conjunctions. o For each of the clauses, identify - what’s happening, who or what is involved, when, where, why, how?

Students will struggle with comprehending the author’s argument. Of course, ELLs and low-level readers will struggle with some vocabulary too. 6th graders are being introduced to counter-argumentative writing. This text will show the counterclaim about the Neolithic Revolution. I think students might not understand the author’s argument because of their own bias knowledge of the positive impacts of the Neolithic Revolution brought to humans. However, this is the point of the lesson. I want to present students with two arguments and have them decide if the Neolithic Revolution was a positive or negative impact on the development of civilization. In addition, there are unfamiliar words that students will not understand. The strategies that I have integrated

In addition the act of showing students the particular information has the effect of allowing them to create their own understanding of the text. It allows students to examine the process of discerning important information from that which is immaterial. "Since understandings cannot be transmitted, merely telling children the relationships in some topic seems unlikely to provide much of a press for understanding. Nevertheless explaining can work when…a conceptual model such as an analogy or an example can highlight what is important and make connections easier to notice" (Newton 2001).

Encourage students to think back to this lesson when they are reading text. “If you come across one of these words or a new word that you do not know, use the sentence or sentences around the word to figure out the meaning.”

A. Identify three examples of cause and effect in the text. Write the line numbers to support

This week I did both an interview and a small observation of my third grade host teacher's classroom. I was first able to interview my host teacher. Miss A does use many of the techniques for teaching words that were listed on my observation form. Specifically she uses crossword puzzles, dramatizing, word sorts, possible sentences and dictionaries. She also uses many techniques that are not listed on the observation sheet as well. She does a lot of repetition with her students. She has them right there words in rainbow colors, in vowels and consonants colors, in alphabetical order and many more that I didn't see. Miss a believes that " they are all useful for different students. Some students feel like crosswords are helpful and others feel like pictures are helpful" () I would completely agree with her statement in this regard. I do think it's good to have many different options for the many different students you have in your class. Miss a believed that there were a lot of benefits to wide reading. She make sure that the children are provided with a variety of texts especially her students who are ELL students. She mention specifically that it "helps build their schema for Content areas such as social studies and science and the vocabulary that goes with that."()

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

I may ask if anyone had ever eaten to much candy or if anyone had tripped over something. Once the students share their answers I will then ask them what happened once they ate to much candy or once they tripped over something. Once everyone is done sharing I will introduce the topic of cause and effect and explain to them using the previous examples what cause and effect is. For example, when the students ate to much candy they got a tummy ache, the cause of the tummy ache was eating too much candy and the effect of eating too much candy was a tummy ache, I will do the same thing and use the example of tripping over something. Once they have a pretty good understanding of the concept I will read the book to them. Once I am done reading the book the students and I will go back through it and figure out all of the examples of cause and effect throughout the book. For example, in the book it reads “If you take a mouse to school, he’ll ask you for your lunch box. When you give him your lunchbox, he’ll want a sandwich and a snack for later.” After reading this the students and I would discuss that the cause of the mouse wanting the lunch box was because he was going to school and because he was given a lunch box he wanted to fill it with food for later and that was the effect the mouse receiving the lunch box. Once the students understand this concept pretty well, they will break into groups of two and create a short story of cause and effect using any animal they want. Just a couple sentences of using cause and effect so that the teacher can check for their understanding. Having them create their own story will help them to use their imagination, writing skills, and help them to work with a

My instructional-based project will be for third graders. The goal of this project is for students to find out about another culture and how it is similar to our culture. The class will become pen pals with a class of the same grade that is located outside of the United States. First the student will hand write a letter to their designed pen pal. The purpose of writing the letter instead of typing the letter is so it feels more personal and the students can work on their penmanship. Handwriting also helps the students with their spelling because there is no spell check. In the letter they will introduce themselves and tell them about the area they live in. Once the letter is reviewed and ready to send, the teacher will scan all of the letters

The teacher will create a cause and effect chart on the post-it easel. On the post-it, there will be two sections cause and effect. On the cause side, there will be events listed from the story and on the effect side as a class, we will explain the outcome

Evidence-based instruction includes reliable and valuable data obtained from your classroom. When you apply basil tests, unit tests, exit slips, and acuity assessments you need to collect the data from your classroom to organize your classroom groups. You should also use this data to decide who needs AIS or tiered interventions for certain areas. Instructional practices include the previously mentioned assessments. Pretests for all units of instruction can also help you understand what your students already know and who is weak in certain areas. For example, a unit on main idea and details using passages can be difficult for some students. Running records will help to determine what reading level your students are on. From this

Looping is an alternative teaching practice that may also be known as multiyear placement or continuous learning. This is an effective strategy which permits students of any grade level to remain with their present teacher for two or more years. For instance, a kindergarten teacher and her class of kindergarteners all move to the first grade together. The practice of looping can increase student achievement through expanded learning time, develops a stronger sense of community by strengthening student-teacher bond, and parent connections. The major points I wish to make in this paper are: looping increases academic achievement in students, develops a stronger learning community, and can be implemented with little cost and training regardless of grade level.

In today’s educational environment, all students expect to receive the same level of instruction from schools and all students must meet the same set of standards. Expectations for students with learning disabilities are the same as students without any learning difficulties. It is now unacceptable for schools or teachers to expect less from one segment of students because they have physical disabilities, learning disabilities, discipline problems, or come from poor backgrounds. Standardize testing has resulted in making every student count as much as their peers and the most positive impact has been seen with the lowest ability students. Schools have developed new approaches to reach these previously underserved students while

Students having hard times in comprehending the thought of the text and what the author implies. It seems to be reading by words but not reading between the lines. It is important to know how comprehension plays an integral part in a manner of thinking and conceptualizing facts and ideas from the