Small Group Methods

In order to assess Lucy’s progress in writing, I analyzed a sample piece of her opinion writing worksheets. Each student in Mrs. McDonald’s kindergarten listened to Mrs. McDonald read them the book, “ The Mixed Up Alphabet” by Steve Metzger. The students were guided through a worksheet that outlined who to write to, what their opinion was, a reason why, and whom it was from. This writing piece was given during a single writing period, which consists of 30 minutes of individual work time. I was able to conference with Lucy during her writing process. She was able to tell me what her opinion was on the book they read and why. She was able to initially decide what she was writing without a prompt from me. To assess her writing, I collected the outlined sheet of her writing.

In chapter 9, Writing Across the Curriculum, the process of reading and writing was investigated and explained in comparison to one another. The reading-writing connection focuses on drawing from students’ prior knowledge and cognitive processes in order to build learning. The authors mentioned that the writing process is a strong tool for exploring and clarifying meaning and the two major instructional components used are writing to learn (WTL) and writing in disciplines (WID). The chapter also focused on the subareas of academic journals and writing disciplines.

In a similar study by Pentimonti and Justice (2009), preschool teachers used scaffolds as a way to gain language and literacy ideas that may be significant to children who are struggling. This method will help struggling children to be more effective. When the whole group read aloud, the teacher used high and low support scaffolds. Teachers used videotaped classroom surveillance to conduct whole group read aloud sessions in their respective classroom. Young students figure out how to discuss words, stories and characters, and answer questions about these components of the content through the joint read-aloud communication. Perusing resoundingly gives a connection through which adults and kids share a joint subject center which bears an open

Regarding the literacy program at my high school, we have very few strengths. We do not perform with an outstanding rating in any of the characteristics on the Literacy Program Analysis Survey. The characteristics we rated adequately in include direct instruction, teacher modeling of processes, differentiation, and opportunities to write. We are most successful with direct instruction; our language arts department directly ties direct instruction to modeling. As one of the two language arts instructors, I can say with certainty that our department’s approach to writing instruction relies on the teacher modeling thinking processes. My senior class, for example, just finished their first critical analysis paragraphs as an entire class. We used our SmartBoard to compose compelling topic sentences, to identify the best possible pieces of support, and to develop our skills in elaboration. Students wrote their paragraphs down as we worked collaboratively, and they kept these to use as models for their own responses to a new article. As part of our daily instructional processes, all teachers are required to begin their classes with brief questions about the day’s objective to which students reply in written form. In this way, students are given opportunities every day to learn how to organize and elaborate on their own ideas

In this age, for the vast majority of us, collaboration is a piece of our regular daily existence. Regardless of whether it is at home, in the group, or at work, we are frequently anticipated that would be a useful piece of a performing group. Having a solid group benefits any association and prompts a larger number of victories than disappointment. Each group experiences the five phases of group improvement. Initially, some foundation on group improvement.

Shared writing is an authentic learning process that helps students to learn necessary skills of writing process. In the instructional process of shared writing, teachers compose text together with the students (Ukrainetz, Cooney, Dyer, Kysar & Harris, 2000, p.334). I use the approach of writing aloud process with my students to describe and model out the different stages of the writing process. In this process, I combine the shared writing strategy by participating in writing, along with my students and provide guidance and support so that they feel confident to contribute their ideas and thoughts. Additionally, I guide my students to focus on the specific elements of writing to produce the final writing piece.

Message: Kids using the Writing Workshop approach learn and refine specific skills they apply during independent workshop time. When teaching to support and develop independent writers, we want kids to build enduring connections that they can apply when they write…beyond the workshop.  We want them to own understandings of conventions and the potential of written text and use their skills when writing to communicate and think. Self-selected and self-driven writing opportunities create the space for this sort of application. Research shows that skills taught, practiced, and tested in

McKenzie (2011) accentuates that a learner’s reading literacy is imperative to ensure quality education and if a child's literacy is not according to standard, scaffolding should be integrated, as it is quite effective for enhancing a learner’s reading comprehension. Likewise, Attarzadeh’s (2011) research depicts that apart from reading being academically important; it is equally needed as a social skill since learning is ultimately driven and facilitated by social interaction. To know how to speak, one needs to know what to speak about, good thought provoking topics to speak about, create social interaction and is developed from thorough reading, which enables reading literacy. He continues to argue that during scaffolding, texts need to be

Writer’s circle is an effective activity due to its allowance for students to hear from their peers who thinks differently, also, they possess that same knowledge on certain things. Few activities promote student learning as effectively as well-formed writing assignments bounded with personal, constructive feedback. Giving feedback can be time consuming,

Throughout your entire life you have to collaborate with people to get things done. As you get older and have to get a job, you will have to work with others to get things done, no matter if it is flipping burgers or a job that is considered to “more successful”. There are many benefits to both situations, but the one that would benefit you the most in life would be the one where you have to work with others because it will help you succeed.

Hello Dr. Harris, and classmates’ actions that can be considered active participants in the classroom can be grouped strategies small-group work has many advantages; this is an opportunity for students to participate in active learning. Students who are struggling or need explanations can get feedback from their classmates or teacher faster. Furthermore, students who participate and do the explaining can strengthen their own understanding as well as learn actively. Furthermore, a group discussion will allow students an opportunity to talk and discuss their beliefs and opinions about the material being taught. Yes, active, participating means all collaborative, physical, and progressive because much information is separated into group learning and students have to use their minds to critically think and problem solves as well as learns.

A small church group could be defined as a small community consisting of three, six no more than twelve members at a time if applicable. The group members must be made up of followers of Jesus Christ. Small groups are more personal, leading to a more relational development between the members. This relationship leads to more active discipline of the unsaved. The intent of this paper is show how small groups which, are made up in church are good for discipleship.

At times the plethora of professional journals and the myriad subjects treated therein seems like little more than a dizzying exercise in redundancy and a forum for education professionals to justify their worth in a competitive job market; however, I would like to think that there is a hidden value for those of us whose brains seem to operate in what some might call a “spiral” rhetorical pattern, that as we work our way around and around certain issues related to composition instruction, we are moving gradually upward toward broader understanding and better practice. Some studies seem to do little more than show the need for more studies, their authors falling back on such standard phrases as,

It is important that we explore the teaching implications that derive from the recursive theory, particularly for teachers in secondary classroom. It is assumed that by the time a student reaches secondary school, he or she has already had some practice with writing and has already been introduced to writing tools or conventions. In other words, the student is not new to the writing process but is beginning to hone their skills. This theory of a recursive writing process has many implications in how writing is taught in the classroom, particularly these secondary classrooms where the students have a higher skill level than elementary students and are at the point where they need to begin to take ownership of their writing process. A

It has been widely documented that most children effortlessly acquire basic reading and writing skills in the elementary grades that serve as the foundation for literacy accomplishments in middle school and beyond (Geiss, 2012, p. 60). These basic reading skills include phonological awareness, which is the ability to identify letter sound correspondences, phonemic awareness, which is the ability to consciously manipulate sounds in different ways such as segmenting, blending and deleting sounds, reading fluently with accuracy, the acquisition of new vocabulary, which is the ability to recognize words’ meanings in written texts, and reading comprehension, which is the ability to construct meaning from sentences, paragraphs, and longer texts (National Reading Panel, 2000). Students who are eligible for special education services under the specific learning disabilities category, are more than likely eligible due to a difficulty in reading. Even though most children acquire these skills naturally, there are still some students that present difficulties or significant struggles with basic reading skills and reading comprehension.