Read Aloud Curriculum

There were three sentences in her sample to retell the story related to the text and all were structured in the same way, the sentence beginning then in the text it says and then evidence given from the text. The student does not get a chance to voice her opinion or provide stronger descriptive words. During reading partners the student is working on retelling mainly the gist of the stories along with learning to sequence and this is then portrayed within her writing. During the retell of many stories, she is able to summarize in words everything she read, when asked to write this sequence down the student is unable to fully and complete write the words without the sentence stems and evidence from the text.

[ ] In order to build on the children’s understanding and content knowledge, lesson one’s purpose is to engage the children through making a prediction based on the text, pictures, and title. Lesson two builds on the language and literacy by continuing with using the mentor text, “Fancy Nancy” and using the rich academic language associated with the central focus of predictions. For example, each lesson has a distinct objective in which the activities are built on but all three lessons build on each other by incorporating similar academic language and literacy. The children start out in a whole group setting and are actively engaged through discussions and sharing activities. The children are then scaffolded into independent reading and activities to assess their understanding of the content objectives. They then use their prior knowledge and rich vocabulary to successfully complete the objective of each lesson through verbal discussions, independent work, and physical movement. In lesson one, the children are actively engaged through participating in a gallery walk. This gallery walk is done with the children’s table groups and encourages community and social interactions. During this activity, the children will work together to activate their prior knowledge of predictions and record through writing what they

Literacy is a vital part of all later learning. Because of this, the children will engage in hands on activities that relates to what they have read and give them opportunities to make up their own versions, as well as make up their own stories. They will have a large group story time and a partner reading time. An ample variety of books will be available at all times. Signs with words and pictures will be posted around the classroom showing, daily activities, objects that are used daily, and the placement of toys and

During guided practice students will work in groups as the teacher walks around monitoring group work. At this time student’s will receive more individual instruction if needed. Students will work in groups to summarize (using their own words) by identifying the beginning, middle, and end of the third mini story provided.

The teacher intentionally finds opportunities for the children in the classroom to practice new and specific skills. For Embedded interventions to be successful the teacher must embed the learning activities with whole group-activities, center time, and daily classroom routines.

Purpose: This study was designed to examine a narrative retell intervention with self-monitoring on narrative structure skills in low-income, high-risk African American young children at risk for language disorders.

Typically, social stories are written down and accompanied by illustrations. This has been assumed to be effective because the added visual support assists the child to learn and comprehend the moral of the story. Stories are either told in the first or the third person to teach the child about theory of mind, which is recognition of the thoughts and feelings of another individual (Reynhout and

Doing small group activity also help them to understand what they read. Teacher asks students have a discussion about the story in a small group. When they have an interactive discussion with their peers while sharing information about the

Daniels gave the students an opportunity to share with others what was going on in their life she called this time “What’s going on”? This opening exercise was a very good tactic because it gave the otherwise hesitant students a chance to speak of what was going on at home, what fun stuff they had planned for the weekend or what happened the evening before. It also gave them the necessary practice in English on the subject that mattered to them. I observed that the students enjoyed that activity and were very attentive when someone was speaking. The Volcanic eruption group activity was very fun. This required the students to work together, each group consist of one or two English learners and two English speakers. The kids delegated who would do what and worked very well together while Mrs. Daniels walked around to assist each group. Students received considerable feedback during the activities and were encouraged to talk to each other. It was noticeable that the verbal feedback within the groups was very encouraging to the English learners and helped build their confidence. By being directly and appropriately challenged they became more actively involved in the lesson and more enthusiastic about the

| After the story has been told several times the children willpantomine the story as the teacher tells it again. You can carry this “physical storytelling” further, as the teacher recombines previouslylearned TPR commands with familiar storymaterial as the children act out to create a new story. Activities that explore multiple intelligences are incorporated by the teacher (Gardner, 1998), or different methods of language needs for the students (Vogt, & Echevarria, 2008; Echevarria, Short, & Vogt. 2008).

The purpose of this qualitative, descriptive case study is to identify the impact small group instruction has on academic achievement, attendance, and behavioral problems in a middle school. Phase one will incorporate teacher insight and perspective into students perceived academic skill set and usefulness of small group instruction. This will indicate and provide indicators that regardless of the group instruction implemented, strategies to engage the students not currently participating in the small groupsettings are necessary. On the other hand, an overtaxed, stressed-out teacher with too many small-group or individual learning activities may not be emotionally available to sensitively respond to the diverse needs of all children (Reutzal,

Moreover, the instructional material uses complex terminology throughout the text, which indicates the obvious target age categories are individuals with a higher level of educational background such as, younger and middle-aged adults. In contrary, the material is not suitable for children under 16 years of age. Children learn best when instructional materials are presented in a storybook fashion that pertains many visual cues or if teaching reflects the social cognitivism theory like Bandura’s (1961) Bobo doll theory.

To support each focus student to understand and use this feedback to further their learning related to retelling a story by including the key details and sequencing the events, I held conferences with small groups that were created based off common errors of one of the focus students. Student 1, Student 3, and a large amount of other students from the class struggled with including all of the characters when retelling, most of the students only mentioned the three billy goats. The students in the class that had this common error were grouped together in two different groups for smaller sizes, to go over the responses of the majority of the class. The students were given a new 5 Finger Retell story to make the revisions discussed on. To help students understand feedback, we will also

As well as it provides experience to the children on how to decontextualized language, requiring them to analyze and understand the meaning of it (Cochran-Smith, 1984; Heath, 1983; Snow, 1993; Snow & Dickinson, 1991; Snow, Tabors, Nicholson, & Kurt, 1995). That’s why to clarify the issues, it needed to distinguish and find the effectiveness of vocabulary instruction by the use of the read-aloud approach to lending a hand in enhancing and developing the language of the

Based on reflection of my micro-teaching I provided learners with the basic instructions on “Boggle puzzle” and opted for potential instruction strategy. I used present, practice and produce strategy (English language resource, 2017) to allow pupils to practice and learn new vocabulary in co-operative way. Similarly, I used co-operative learning method to encourage pupils to learn from each other and gain interpersonal skills. According to Johnson and Johnson (1995) co-operative learning method have proven effective in increasing motivation, self-esteem and problem solving. Thus, to enhance inter dependency, the class was divided into two main groups of fours and were further divided into pairs, to finish their task. According to Mercer (1985) effective communication is as cognitive and social development are intertwined,