Learning Area Literacy Essay

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)

what they have learned with their fellow classmates. Lastly reviewing the chart that we did

What evidence will you gather at the beginning of the lesson, during the lesson, and/or at the end of the lesson that will show the extent to which the students have made progress toward the academic learning objective(s)? Attach rubric or scoring guide as appropriate.

Reading: Locates, understands, and interprets written information in prose and documents--including manuals, graphs, and schedules--to perform tasks; learns from text by determining the main idea or essential message; identifies relevant details, facts and specifications; infers or locates the meaning of unknown or technical vocabulary; and judges the accuracy, appropriateness, style, and plausibility of reports, proposals, or theories of other writers.( 134 USDOL)

The class as a whole displayed an overall understanding of identifying the main idea and informational illustrations as well as sequencing events correctly in a non-fictional text. A total number of ten students mastered all learning objectives. Seven students were able to meet almost all learning objectives but did provide the appropriate criteria. The seven students all displayed a common error by not providing illustrations for at least five events. One student was unable to master one or more of the learning objectives. The one student who was unable to meet the requirements did not sequence events in the correct order and provide the required illustrations. The student was able to determine the main idea by providing an appropriate title

The lead teacher will pass out a small piece of notebook paper and students will write their names on the top.

The first is here that represents explicit questions and answers which are found in the text. Second hidden represents implicit questions and answers which are implied by the text. The third head represents information that is not in the text, but in the student's background knowledge. Play games with words to increase Jason interest in and understanding of word meanings. Word games may provide enjoyment and motivation. Use semantic feature analysis to help Jason analyze the meaning of specific words while integrating the meanings of new words. Select a category related to the topic being studied. Identify keywords related to the topic. Create words that represent features shared by some of the keywords as headers for each column. Have Jason place a + or - each column across from each keyword depending on whether the word has the feature listed. Have Jason brainstorm words and phrases that are associated with a major concept being studied. Computer technology may assist in developing Jason's word knowledge because it provides capabilities not available in print materials. For example, Web searches may provide immediate access to meanings, illustrations, and multiple contexts for words in online

Today's lesson objective is: Students will write a concluding section that follows from the information or explanation presented.

One of the essential skills needed by students is the ability to deduce information from a non-fiction text. It is not just a question of concluding what message is being delivered by the author; it is the aptitude to learning keywords, understand text structure and become familiar with reading different types of texts. Module 5 provides a framework that will help instructors improve student reading and support learning in various content areas. Workshop 5 reduces this information in an understandable format that includes excerpts from sample test materials.

Lesson- For this reading lesson, I will be reading the book, "Insects from Outer Space" to my students. Prior to reading the book, I would like to introduce the vocabulary from the story in a pocket chart. I would tell the students what the vocabulary word is, then ask them, ‘what word is this?’, and then have them repeat the word back to me; (For example: I will say the word ‘antennae’, ask the students what word is this? ‘antennae’, and then have the students repeat the word ‘antennae’ back to me. I would then provide an explanation of the word ‘antennae’ to the students to give them information about the word. I would follow this format for each vocabulary word in the pocket chart. Once I had completed the list of vocabulary words I would go back and use the words in a sentence strip. I would put each sentence strip in the pocket chart for each vocabulary word as I read them. After I had completed the sentence strips, I will read the story, “Insects From Outer Space” to my students. During the reading of the story, I will ask my students to put their thumbs up when they hear a vocabulary word that had been introduced them to prior to the story. A formative

Learning objectives are statements of distinct goals students should achieve by the end of the lesson. They describe what the students should be able to do by the end of the

4. Let students write their predictions on sentence strips or prediction card and place each prediction on the wall. Revisit the predictions once the action has been revealed in the story.

This lesson was taught September 25, 2017. It was the introductory lesson for my first grade, SPAT Science unit about the sun, moon and stars. My science lesson time slot is split into two 30 minute time segments. During the first segment, I did a unit pre-assessment with the students. This reflection video was taken during the second time slot, at the end of the day. I chose this lesson for reflecting because at first glance, it appears that it went fine. But, after viewing my video choices it is my opinion, especially for this lesson, that I might have gotten better results had I arranged things differently.

Knowing something about a subject makes it easier to learn more about that subject. Thorndike et al. explains that our prior knowledge serves as a framework which makes the new information more meaningful and easier to absorb. At Bartlett explained, comprehension depends only in part on the information provided by the text. To show how the reader also uses his/her knowledge of the topic, Anderson and Pichert (1978) directed an experiment where participants were asked to read a story about the home of a wealthy family from either the viewpoint of a homebuyer or a

The second part of the lesson involves modeling the solar system. The teacher would choose nine students to pretend to be the sun and the eight planets. One student, who is the sun, would spin in the middle of the room while the other students, who are the planets, revolve around the sun at different speeds and rotations. This activity helps students understand each planets’ place in the universe while also showing the different orbits and rotations in space by acting it out. Students would be required to take turns rotating around the sun until everyone participated in the activity. During the task, the teacher would informally assess student learning by determining if students comprehended their planet’s role in the solar system.