Let Me Begin By Saying

“Your county has some of the worst literacy rates in the state. According to your test scores, most of you can barely even read or write. I will be honest with you; I think that the current curriculum breeds stupidity and is only appropriate for people who aspire to complete mediocrity. I may only last one year, but I am, from this point forth, deciding not to follow the curriculum. You can leave your books under your desk, because you will not be needing them. In this class, we will dwell on our ability to think and

The inevitable had happened; I, as a small child, was demanded to read. A little antisocial human being launched into a world of, at first, difficult words and lengthy phrases. While words and literacy were forced into my mind, I had reluctantly begun the adventure to enjoy and accept the art of literature. Later however, my hopes and dreams were crushed to pieces by a gruesome teacher with an interesting form of a so called “grading policy.”

The class began with a silent reading assignment from the next section in the text. While students read, the teacher individually checked in with each student to provide feedback on the previous nights homework. The homework assignment was to summarized the reading from the previous day in their own words. The teacher provided both positive and constructive feedback to all students, pointing out at least one successful aspect of their summary. This activity is very much in line with was the strategy of upgrading your interactive language discussed by Eric Jensen, “during every sing interaction with your students, make eye contact and affirm the good in them” (Jenson, 2013, p.25). If a student was missing an integral part of the story she would prompt them by recalling what was discussed before and provide textual evidence if necessary, and allow them to add to their response. She was very upbeat and supportive of the students, and her tone and language were both accessible and age appropriate. When giving instructions she used

proper for our students to read” (Hollins). There is conflict between children and their elders

In Honors English (3rd and 5th), ask students to turn in yesterday’s assignment. They have a test on “A Problem” today, so they should log into their pearson accounts online and take the test. I will check their scores and put them in Skyward asap. Once their test is finished please have them read pages 78-79 in the literature book. Their assignment is to read “Like the Sun” (pgs 80-84) and “The Open Window” (pgs 85-88). They should be looking for instances of paradoxes and irony during each reading. They need to complete the critical thinking questions on pages 84 and 88.

The post-assessment has questions pertaining to this passage that the students will read independently. The questions will assess the students on the facts and opinions that were within the passage. I decided to have a passage for them to read along with the assessment to see their comprehension and to give them an example of where facts and opinions are used. I have decided not to implement technology because it would provide students with unneccessary distractions and I prefer to grade them in paper-form for this

As a young child, my memory of reading starts with a troubling period in my life. It started in first grade after I had moved to a new school. For me he year kicked off normally, but the further down the road, I found myself struggling to keep up in my reading class. In addition to falling behind in my classes, I was feeling isolated from the other students. My grades started to suffer and everything got worse. We didn’t have a school counselor, so my principal arranged a meeting with my parents to discuss what actions should be taken. My principal told my parents it isn’t uncommon for new students to fall behind in classes and that the move could be causing some of the issues. He recommended that I start attending special education for my reading course. My parents thought it over and explained to me that it was ok and not to be discouraged about this. However,

I taught the interactive read aloud to two groups of students, first being advanced learners and second being proficient learners. Each group had four students, with one group consisting of all girls and the other all boys. This lesson was conducted at the teacher table, so I would have sufficient amount of space. The teacher at this time was administering nine-week exams at one of the

IPTS 7J relates to performance activity forty-seven by how the competent teacher uses assessment results to determine a student’s performance levels of all four sections of the Basic Reading Inventory: graded word lists, oral reading, silent reading, and listening reading. During this site visit, I gave another form of the silent reading portion to determine if the student is at the instructional/frustration level on grades fifth through eighth. The student remains to be at the instructional/frustration levels for grades fifth, seventh, and eighth grades. I learned to consider other aspects of assessments besides results to understand and evaluate what a student knows

Students will read Franklin Roosevelt’s March 9, 1937 Fireside chat about recognizing the Supreme Court. While they are reading the document they will have a task that must be completed. One person in their group of two must do research on the document, while the other illustrates what is being read. Each person in the group will complete a summarization of the document. Once they have completed these task they can then start creating their wordle. The assessment provides an essential connection with the national and state standards because by the end of the lesson students will be able to apply the content, because the students will have studied and analyzed excerpts from FDR's 1936 fireside chat about changing the Supreme Court. In all, the

Ashley showed her mom her tests that requested in-depth explanations and serious critical thinking for answers. Frustration and fear crossed Ashley’s face as she struggled with adding details to her short answers and book summaries. Rosa told her teenager, “You need to show your teacher that you fully understand what you read. It helps to pretend like your teacher has never read the story, and it is your job to give your teacher specific details to show her what the reading focused on the

In “How Teachers Make Children Hate Reading,” “Fremont High School,” and “College Pressures,” by John Holt, Jonathan Kozol, and William Zinsser, respectively, many educational problems that were formed from as early as the 1900’s were addressed in their writings. Although the authors of these pieces touch on different, specific flaws in the school system, the authors are all making a similar statement of how schools have the potential to obstruct a student’s learning capabilities through ineffective rules and regulations which only adds pressure and stress on its students. John Holt’s main argument in “How Teachers Make Children Hate Reading” mentions how students do not have the opportunity to learn at their own pace, rather they are forced to undergo a certain style of learning. A prime example of this is how students are forced to understand everything they read - ”Every chapter was followed by close questioning and testing to make sure the students "understood. " Holt then questions if these actions are necessary in educating students.

Alina was also observed during the morning in her remedial math class. Alina was observed in the one-on-one setting. At the start of the observation, Alina entered the room appropriately with Miss D’Aniello, Alina’s remedial reading teacher, and took a seat across from her. Alina was given a math worksheet to work on. She appeared engaged and focused as she completed the math worksheet. After a few minutes, Alina was given a ruler to aid her with the math worksheet. Alina used the ruler to assist her with problem-solving. Once she completed the worksheet, Miss D’Aniello read each question aloud and asked Alina to explain how she obtained her answers. While Alina explained her answers, Miss D’Aniello provided feedback and assistance when needed

Krogh (2011) examines it is conceivable that students would not have the capacity to ingest what they ought to realize in class due to their educator's uncongenial conduct or cohorts' forceful and focused dispositions. As an educator, it is our tasks to set a stress free tone in the atmosphere of the classroom that encourages the students to work effectively even under pressure. In addition, Krogh (2011) explores a dialect learner's energy of taking part the class and certainty from instructors' supportive gestures can choose the achievement of their SLA. Confidence is a great trait to for an individual to carry. Bestowing confidence in our students during a reading assessment can be display through several measures. For starters, encourage

I feel obligated to reiterate how wonderful your students are. During the second half of my time with them, the grade nines expended great effort in their attempts to master the final stanza of “Prometheus Unbound”. The test results have been recorded and await you in the blue folder in your mailbox with one exception: Matthew’s test. This particular paper was more difficult to assess. His understanding of the poem, as well as his ability to memorize the stanza is not in question, however, in determining how to apply the penalties for spelling errors I was at a bit of a loss. I was not familiar enough with Matthew’s education plan to know whether or not to apply the same rubric to his work as with the other students. Having said that, his test has been left for your review. All other results have been recorded on the green attendance sheet in the same blue folder.