Sequencing Teaching Strategies

In addition to whole group teaching, all authors approved the importance of teacher modeling to aid in student success. The Institute of Literacy and the textbook, describes teacher modeling as “modeling the skill or strategy with content-area words and within the context of the subject matter students are currently learning” (p.7). The authors Bursuck & Damer (2011) refer to the method as “my turn, together, your turn” (p.51). Teachers first model the strategy (my turn), the students then repeat the response, and then students individually respond. Teachers model the strategy in hopes that students “eventually can use the strategy individually in his/her writing” (Institute of Literacy, 2007, p.7).

Furthermore, as a teacher’s role, I would take this opportunity to document the children’s progress on their thoughts and progression of thinking. In the form of making their thoughts visible by taking pictures, video, dialogues and portfolio. By documenting this, children’s learning process will be visually displayed for the children and parents to see on the

1. Why is it necessary to have a 3 step approach to teaching procedures? Validate the importance of each step.

This learning activity has the students looking more deeply into their chosen book using a more critical mind rather than just enjoying the book for its basic story line. It has them taking note of what is happening at each stage of the book and why these events are taking place, then taking this information they have gathered and developing a written report to convey their thoughts and ideas in the book along with developing the skills necessary to produce a piece of writing that is easy to read and understand for the reader. This activity also has a lot of hidden features to the task, such as using the correct grammar, development of sentence structure and use of creative thinking to make the piece interesting to the reader.

In my classroom I will have a specific outline as to what a literacy lesson will look like. Each lesson will focus on reading, writing, speaking, and listening. I will have a set behavior management plan that will be followed at all times. I will always introduce a lesson by activating prior knowledge, motivating the student, and by stating the objectives. I will always model for the students what it is that they are expected to do. The students will always undergo guided practice before they set off on their own to do something. Then when I am sure that the students understand I will have them independently practice. Once the concept is mastered I will assess each student to be sure that they can apply what they have learned.

Another thing I have learned from this course is the proper way to produce an instructional writing. In this project, we were required to prepare a set of instruction for our reader. This assignment help me in learning how to maintain the reader’s attention. this is one of the key point we learned though out the course. This is a good key point to understand because it is important to be able to keep your reader’s attention so they can be able to follow the

I would use this instructional technique in an inclusion classroom to show the inner thought process involved in reading and problem solving strategies through the use of think -alouds.

Patients with Diabetes have very comprehensive learning needs. The learning needs arefocused on managing their glucose levels and preventing complications of diabetes. Learningneeds for managing diabetes are complex and include: monitoring blood glucose levels,menu/food planning, exercise, medications, skin care, management of co-existing disease processes, knowledge of medications, knowledge of the disease process and how to managehypo or hyperglycemic episodes. Many patients are diagnosed with diabetes every year andmany are unaware that it requires lifestyle changes, especially in the areas of nutrition and

Kindergarten classrooms will run efficiently when students follow procedures and rules. When the students choose to follow them they will get rewarded or pay the consequence. When all of the students are following the rules there will be less interruptions. Procedures, rules, and a reward system allows more time for conductive learning. In everyday routines, “children have to suppress undesirable behaviors in order to follow their caregivers’ requests” (Kopp, 1982, p. 208).

When the bell rang for class to begin, the students knew they were to get to class get their bell ringer packet and begin writing. The students were given ten to fifteen minutes about the bell ringer. After the ten or fifteen minutes, the teacher began her lesson. The teacher read “The Necklace” by Guy Maupassant. Mrs. Gonzalez led the students through the story and showed the students how to annotate while reading. By showing the students how to annotate during the story, she is having the students engage in discussion about what is going on in the story. The students seemed engaged and excited to learn what is going to happen next. They made notes and were able to connect with the plot pyramid. The students knew what was expected of them when they read and discussed

Our instructor assigned a different writing sample each week and we would have about a week to work on it. In class, we were given back round knowledge of each writing sample and information to better each writing sample. After we were given the writing sample and the criteria, I participated by taking what I learned from class to compose the writing sample given and also connecting the student learning objective

“What can you tell about a story by looking at the cover of the book?” (Show the students the front of the book). “We know that this book is called Boy Soup. If we look at the pictures on the front of the book would you be able to make a prediction or a guess on what the story is about?

My focus learner was able to participate in 12 read-aloud lessons in which she had three successfully lessons in which she sequencing and retold a story. Although my focus learner only managed to sequence three lessons correctly I believe she is beginning to understand that stories have a beginning, middle, and an end. This line graph shows three units with 1 successful sequencing and zero mastery. Mastery meant that within one unit all sequencing done by the student was correct.

Students will use prior knowledge of story structure and identifying climactic events within the text to identify why something happens and what it is a result of.

This essay will provide details about how the lesson plan and sequence of lessons for the mathematics unit of symmetry caters for individual students’ needs in regards to active engagement in learning activities and what differentiation measures are put into place for students with varying levels of ability.