Lucy Calkins Method Of Teaching

According to Debbie Mille, her teaching is focused on independence and understanding of her students and for that reason, her lessons are created by following the parameters of the gradual release of responsibility instructional model. This instructional mode comprises five key elements: The first is Teacher modeling, here the teacher provides the students with instructions, establish the goals and purposes of the lesson, model strategies they will use and thinking aloud as a method to activate their thinking process. this is a perfect moment for the student to listen carefully take notes if needed, and for asking clarification questions. The second is Guided practice within the lesson, the teacher engages the students in focused and interactive discussions, supervise the student attempts and repeat modeling

Most of the other students in her 2nd grade classroom are able to read classroom text and complete work independently. They also read books for enjoyment on their own. The reading time in her classroom consists of a block during which the teacher works with small groups and the children are expected to work quite independently when they are not working directly with the teacher. The class uses a trade book format and this is utilized across the curriculum. Students are provided with short skills building lessons in large and small groups. Most of the time spent during explicit reading instruction is targeted to helping students develop reading fluency.

A word wall consisting of scientific vocabulary can be created for science courses like Chemistry, Physical Science, Earth Science, and Physics core classes. For example, in chemistry a word wall for physical changes, chemical change, and periodic table vocabulary can be constructed by the students. For Physics, words like speed, velocity, kinetic energy, and potential energy can be posted on a word wall for a lesson on forces and motion to help facilitate the acquisition of academic terminology for ELL learners in the field of science. Also, concepts that are opposite to each other like strong/weak,

Lila was missing the teacher themselves as well as the students because reading helps with learning but speaking to someone who had the experience and knows how to teach it to you in various way would improve her results.

When it comes to the students’ different abilities, she put the students in groups based on

While observing literacy centers and guided reading, I noticed that students were the ones doing most of the taking. Most of the conversations were between peers, with a majority about the center activity they were working on. In the library center, there was only one students that finished her center work early enough to self-select a text to read. She read the book titled, Polar Bears Closeup. The briefly looked at the pictures on each page but never attempted to decode the text. In the guided reading center, the teacher selected a text called, Me, for students to read. To support the students while reading, Ms. J used magnetic letters to review letter sounds and support letter recognition. She also helped students stretch tricky words, having

Ally Drames and I are still observing together in the same two classrooms, the Competent Learner Model (CLM) and the Reading Specialist, at Concord Elementary School in the Garnet Valley School district. This journal entry will summarize and analyze my observations from week three, March 8, 2017, to week six, April 5, 2017, in both classrooms. From week three to week five, Ally and I have observed in Mrs. F’s CLM room from 8:30-9:30 am and then Mrs. B’s Reading Specialist room from 9:30-11 am. Although each teacher’s daily routine is exceedingly cyclic, the behaviors of the students in these settings have progressively begun to change, both positively and negatively. During this report, I will be referring to the individuals mentioned with

My observation for Ms. Lydicks class begin with a new lesson for the week. The students went over quadrilaterals such as; pentagon, hexagon, heptagon..etc. This week i was asked to provide a paragraph about the decor of the classroom.

It is therefore difficult to determine that indeed, a certain method of teaching is effective compared to another (Burke et al., 2015). A teacher is therefore required to employ multiple methods aimed at guiding the children how to read and understand in

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

One day in writing the students had to use their “Kids Time” magazine to answer questions. One of the questions was, “Locate a power word. Write a sentence using the power word that you found.” The magazine was focused in on the presidential debate and some of the power words were, vie, term, and debate. Once students located their word and wrote their sentence on their word, the teacher added those words to the word wall that she has located in the back of the room. There are many other words up on the word wall, but a lot of the words had something to do with the presidential debate. There were tier 1,2, and 3 words located on the word wall. Some words that stuck out to me on the word wall were president, power, Democratic, Republican, and stance. The students can use these words while writing, get small prizes for finding these words in their readings, and then they take a test over the words. Now, that doesn’t sound like much fun and doesn’t seem like they would be able to retain the information, but the students love learning new words and my teacher doesn’t move on from them, they continue to stay on the word wall and are constantly reviewed. The word wall helps the student with word consciousness and allows them to build onto those words and connect new words to words they already

My classroom experience included: observing the classroom teacher leading group discussion (reviewing sight words, decoding words, and reading the weekly story), assisting students with reading worksheets (practice writing their letters and identifying beginning sounds of words), and reviewing the weekly story with each student. This particular teacher strictly uses a basal reader (Reading Streets) so I was very interested to observe her teaching using these particular materials. I have substituted in her classroom many times and have found it very hard to teach utilizing these lessons. Students’ often become restless and their eyes seem to gloss over because of boredom. I often thought that I must be doing something wrong when I am teaching the materials, but during observation I saw that the

Mrs. Lawrence divided her students into four stations or groups during her Reading/Writing and Math lessons. A group of students played educational games on the smart board, a second group would silent read during reading/writing, a third group would work on worksheets, and a fourth group would meet with here for one-on-one lesson instruction. Mrs. Lawrence had her students rotate every

The classroom follows a partial day inclusion program. Ms. Welsh’s classroom on the second floor of Village School is considered their base area. The student’s belongings are all kept in the classroom upstairs and they spend the majority of their time there throughout the day. All students are taught by both teachers for math, science, and social studies. For reading and writing, Ms. Wilush teaches three students in a pull-out resource room on the first floor of the building. When it is time for students to review those lessons, the three students make their way down to Ms. Wilush’s classroom with the folders and other materials they may need. Once reading and writing periods are completed, the students either return to Ms. Welsh’s classroom or go to an alternate room for specials such as art or music. Ms. Wilush and Ms. Welsh’s relationship can be described as both friendly and professional. Ms. Welsh is currently going to graduate school for special education, so she is learning a lot from Ms. Wilush’s work. At the same time, Ms. Wilush is taking the opportunity to learn from such an experienced teacher as Ms. Welsh who has taught for ten years. They believe that the best way to work efficiently and achieve the most success for each student is

they are at these stations, the teacher will be conducting guided reading with them. There will be