detailed teacher’s guides, with different lesson plans for each of the three instructional groups” (Vogt & Shearer, 2011, p.13). During the next two decades, the focus of reading instruction shifted away from phonics based basal reading programs. Instead, research suggested teaching children how to think and interact with real literature, finding true pleasure in reading. Computers were showing up in classrooms and there was a decreased emphasis on teaching discrete skills. The whole language perspective
theory and research on teaching the writing process? Chapter five stresses the importance of a structured writer’s workshop with set procedures. The authors suggest that it should start with a reading aloud of a text, then introducing mini lesson, establishing status of the class survey and allowing time for independent writing and conferencing. The last element of the writer’s workshop is a group meeting, which take place periodically. In the video clip presenting the lesson with diamante poem, we
learned so much from the reading information that was given to us over the span this course. Everything that I received is so wonderful and exciting, but because of the mass information, I did feel a little overwhelmed. All of the information on mini lessons and guided reading was so valuable because I did not know much about it, but this course and the information provided really simplified it for me. I also really appreciate the information on the reading strategies, particularly the first paper
Katherine Bomer’s method of “hidden gems”. A gem in Jess’s letter would be “When I’m a teacher I want to be the nicest teacher in the world.” Jess started and ended this sentence with the correct punctuation. I feel like I can sense Jess’s passion about teaching. She writes that she wants to be the nicest teacher and I think that this captivating. Another gem would be “When I’m a grown-up I want to live in a manchine and be a millianare.” I think this sentence is humorous. Children say what they are thinking
getting this differentiation. They will be encouraged to write another sentence providing a reason why they are thankful for the things they write. Rationale: As teachers, it is important that we consider differentiations and accommodations when teaching. Differentiations are important to consider because the students who are more advanced will be bored and challenges like writing two sentences will keep these students engaged. As teachers, we will need to consider all types of students. Seating
Introduction After being in my placement at Shannock Valley Elementary school in a first grade classroom for another four weeks, I have learned so much information that can help me further in my student teaching placements. Using the Danielson domains: classroom environment, professional responsibilities, planning and preparation, and instruction – I have been able to make connections to all of these from my placement over the several weeks. From my observations, they have been very eye-opening and
Teaching Writing Teaching literature is an exciting time in any classroom. New Zealand Government (n.d.) reports “New Zealand children rank relatively highly on the international literacy scales”. This shows that New Zealanders value their literacy abilities, and work hard to upkeep our reputation. As a teacher, teaching writing can be very difficult, but also very rewarding. With the aid of purpose, audience and form we can guide our students in to knowing what they are writing about and whom it
what I been teaching and how I’m going to do my unit plan for my Understand by Design project. My unit plan is on Ethics and Safety Practices in the workplace. I’ve used several examples of Dewey theory in my unit plan. One example from my unit plan is teaching students that they have to be able to do some ethics and safety practices once they get a job. The second example is that I’m going to incorporate the K-W-L Report in to my lesson. The third example from my unit is a mini lecture on “How
class day for five to seven minute mini-lessons instead of a hour long lesson offered about once or twice per week like other curriculums. The advantage of this mini-lesson design is that since it is only a few extra minutes per day, it would not affect the current routine and schedule that is already acquired by the preschoolers, so it will be easier for them to adapt to this new additional lesson. Also, since there are many different ways to present the lesson, for instance, story telling, discussions
have a variety of learning styles. Because of the varying learning styles, the high number of students receiving interventions, and low achievement in math, I decided, with our interventionist, to plan two weeks of co-teaching. Our goal was to meet the needs of all students by teaching the current standards, while incorporating content, which had been previously taught but not yet mastered by the student, and use small group instruction to scaffold activities, identify any misconceptions, and provide