Literary Elements Of The Classroom

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

Recently, according to Lucero & Montanero (2012) in their article Rhetorical structure and graphic organizers: effects on learning from a history text research on reading comprehension has evolved from not only strategy teaching to the analysis of activities to promote constructive learning (Lucero & Montanero, 2012). In order to comprehend an academic text, readers are required to consistently evaluate, elaborate and review text information. These types of inferential activities will promote an active role in the student 's task and in turn improve the quality of the process. This aligns perfectly with the basic definition of inquiry learning. Again, this supports how teaching nonfiction reading strategies early on to elementary students will help them be successful within an inquiry based learning system. Lucero & Montanero (2012) suggest that some of these engagement activities teachers could use are summarizing, asking and answering text-based questions , thinking aloud during reading and designing graphic organizers to aid student comprehension (Lucero & Montanero, 2012).

I used posters and brought in items to extend background knowledge. During the reading of the story, I asked questions that focused on the students’ comprehension.

In a previous lesson, the teacher demonstrated a “Think-Aloud” strategy with Gary Soto’s short story “Seventh Grade,” to teach students the elements of a plot. The teacher read the beginning of the story and then stopped to ask the students to identify information about the characters, the setting, and the background information that establishes the exposition of the plot. She repeated this process with the rising action, the climax, the falling action, and the resolution. The students recorded notes and observations in a graphic organizer.

I Heard footsteps coming while I was working at the dishwasher and it was my dad he said “ I talked to your teacher today and I agree with her to keep you in the A.P. Literature class” I then held my head in disappointment but realized that it was only right for my dad to keep me in there. Because I tried to leave her class but, my memorable experience is about the time my dad and my teacher Ms. Madera tried to stop me from giving up on myself. there hasn’t been a time where I Deondre Williams have given up on myself even when I was down to the last straw about to fail because failure haunts me as if it was a ghost haunting your soul. I really appreciate and love my dad and Ms. Madera because I knew that there is people here for me but I never

2. Another way that the environment was the children’s third teacher, was observed in the layout of the room. The children understood that certain areas of the classroom required them to exhibit behavior that reflected the learning area and the activity they were participating in. For example children in the library understood that was a quiet area based on its location and that they should not elevate their voices as the children in dramatic play were

Artifact 1, “Classroom Visit,” is an observation review of my instructional strategies used during a Shared Reading lesson with my first-grade students. The USD 501 school district has employed instructional coaches to help teachers successfully improve their instructional strategies in the classroom by offering instructional reflection, support, and coaching. The

When students enter my classroom they feel comfortable and have a sense of belonging. The learning environment I provide handles every situation and meets the needs of the student. As an educator and mentor I am positive, creative and an intuitive to student needs. Being organized in the classroom is a key element to my instruction because it encompasses structure and student choice. I believe these principals are “best practices” for all learners to reach their full

During the week of my full time at Brennan Elementary, I was able to complete my Back-to-Back lesson during the first week of full time. During this week, my two lessons dealt with the students engaging in using context clues as well as using the short blurb on the back on the book to define what an author’s theme is. The standards that were being taught from during this lesson were as followed: Determine meaning and develop logical interpretations by making predictions, inferring, drawing conclusions, analyzing, synthesizing, providing evidence, and investigating multiple interpretations - Summarize key details and ideas to support analysis of thematic development - & Analyze the relationship among ideas, themes, or topics in multiple media,

The article “Current Issues and Best Practices in Literary Instruction” by Griffo, Madda, Pearson and Raphael looks at the changes in educational issues over time. The authors look the Common core state standards (CCSS) on literary and compare what it used to be done before and what needs to be done now following the CCSS. The literary emphasis used to be on phonics vs. whole language approach, but after the CCSS it was establish the need to more challenging texts and close reading. At the same time the use of technology has been increasing and books can be found in various formats. The authors also state that the meaning of being literary is changing and the way instruction is provided is changing at the same rate. The CCSS focus is to get

I spent five hours observing a classroom but it felt like spending time in a new world. I observed a first grade classroom at Tatnuck Magnet Elementary School in Worcester, Massachusetts. This was my first opportunity to watch and comprehend a classroom environment with a teacher’s mindset. It was an eye opening experience, I was beginning to see the classroom in components: teaching methods, lesson plans, philosophies, and common core requirements. Listening for how to give directions rather than follow them is just one example of my changed focus while in the classroom. Due to my schedule, I observed the first grade class on three separate days during the morning to afternoon part of the school day. There were roughly fifteen students, a diverse group which included various ethnicities and personalities. I feel that I was lucky in being assigned this class because it was extremely dynamic and I got to witness many activities and strategies in a couple hours. Throughout this observation report I will most likely quote phrases the teacher said as I found them to be key tools when dealing with a situation. For the purpose of maintaining confidentiality in this report, I will change the teacher’s name to Ms. Mallard and also create names for any students mentioned hereafter.

A student centered approach is one where students are directly involved in the discovery of their own knowledge and learning. Through collaboration and cooperation with others, students engage in learning that is authentic, holistic and thought-provoking. During this process, students are empowered to use their prior knowledge to construct new learning. Curriculum and assessment are centered on meaningful performance in real world perspective. Teachers are not the leader, the children are. Teachers act as a partner in learning, creating organized and cohesive experiences to assist students in making the real world connections. The main culture of curriculum that best relates to developing a classroom that is student centered is that of Constructivism.

Over several years, technology plays a vital role in our society, countries and the world. The technology has been changing our behavior and lifestyle in every aspect. In the past, people received news from reading the newspaper once a day so what was going on yesterday is in today’s newspaper but nowadays all events are immediately delivered to everybody with the latest news, what is happening in the world right now, by the internet. With regard to the benefits of technology, this literature review will focus on the approaches in helping education system in term of how to improve and enhance educational quality in developing countries in South-East Asia as well as in the sense of reducing the gap between country schools and city schools.

During this learning experience, I focused on two students, Focus Child 1 who was identified earlier as Student F and Focus Child 2 who was identified earlier as Student A. Focus Child 1, was able to analyze the passage after it was read out loud to the students. She participated in the group discussion and made connections to her life during the group discussion. Focus Child 1 related the passage to a moment when she was struggling during writing and wanted to give up. The student also provided a way in which she overcame this obstacle, which was drawing a graphic organizer for her writing. I used a checklist during the group discussion which asked “Did student participate in discussion? Did student use evidence from the text to support their answers?”. Student did participate in the discussion and made connections however the student was unable to use textual evidence to support her answer as she made inferences of the message of the passage. The student also had a work sample where she had to show the evidence underlined in different colors to support each answer to the questions that were being asked and met with me one on one for guidance. The student was able to understand what the character

Of all the issues arise in the literary world, my focus would be on the fundamental issue of whether literature can be taught in the ESL classroom or not. It had become a forefront debate for so long that it remained a perplexing concern among educators. Some educators might think that English should be mastered first before introducing the literature but some will say literature is the one that actually can enhance the language mastery. In Malaysia, the changing of policy in teaching literature in ESL classroom is obviously seen. In The Star, (Wednesday, April 28, 2010), Dr Mohamad Abu Bakar, from Education Ministry Curriculum’s Development Centre said that it was a ‘fresh approach’ when graphic novels were introduced to the lower secondary students. He also believed the new texts for upper secondary; Flipping Fantastic by Jane Langford and Qwertyuiop by Vivien Alcook were more appealing to compare with the old selections; John Steinbeck’s The Pearl, Keris Mas’ Jungle Of Hope or K.S. Maniam’s The Return. All these changes are in the hope to inculcate the reading culture among students as well as improving the proficiency of Malaysian students in English. Does this work? Personally, I believe that language and literature are inseparable. There is a strong relationship between these two that they actually influence each other in terms of disciplines of the language. In one of the articles I am referring to, it is said that literature is one of the most motivating resource