What Is Jfk Observation

2. Chapter one in Tompkins book Literacy for the 21st Century A Balanced Approach mainly focuses on the strategies students use to either decode tricky words or help them understand the meaning of a text. One main point Tompkins focuses on in the chapter is the classroom assessment tools, which simply breaks down into running record, rubrics, checklist

The essential literacy strategy goes along with the standards and learning objectives by using context clues to help the student figure out unknown or unfamiliar words. Students will build reading comprehension skills by using context clues for figuring out unknown or unfamiliar words while they are reading. Then the students will perform the strategies individually. The related skills address the use of prior knowledge of synonyms and antonyms during the hook and transition portion of the lesson. The reading and writing connections go along with the learning objectives, because the students will read their assigned book and picking out words they do not understand. The students will have to write the sentence with the unknown word in it, and use context clues to figure out the definition of the unknown word. The central focus for this unit of study is for the students to use context clues to better their comprehension of what they have read in their assigned books. The students will be able to use context clues within sentences to determine the meaning of unknown or unfamiliar words. These lessons deal with comprehending text by using context clues to help figure out unknown words. The lessons build off each other by adding more detail to learning about context clues. As the lessons progress the students will be more independent when using context clues. The first lesson is learning about what context clues are. The second lesson will focus on using context clues to figure

Students will be read parts of the first few pages, teacher will then pause at words and say just the beginning sound and have students guess what the words mean. (Ex: Over in the Ju____.) Students will then be expected to guess words that may fit the book and begin with the letter Ju (Jungle). This practice will

[ ] 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

In the film A Class Divided by William Peters, Jane Elliot is interviewed about an exercise she had created in her third grade class after the death of Martin Luther King Jr. Elliot’s purpose of creating this exercise was to help mold her students minds in not only understanding the current events in America, but also having them experience for a fraction what African Americans are forced to go through on a daily basis. In her exercise she divides her students into two groups.

Being a leader for what is right could mean death right around the corner. Few people take on this task, risking their everyday lives for something that is morally right. Ender Wiggins and John Fitzgerald Kennedy are two of the brave people to take on the challenge, and responsibility of leading others through rough times. Ender Wiggins and John Fitzgerald Kennedy both showed immense leadership through Creativity, Persistence, and Courage.

They head straight over to the carpet area, then Mrs. Wansong reads to them a chapter from Winn Dixie. As she reads she pauses and asks questions about an event that happened in the chapter, all 15 hands go up. The students have a great imagination, and Mrs. W encourages it. After she is finished with their chapter book, the students go back to their desks. As the students walk over to their desks Mrs. Wansong gives directions about the next assignment. At the beginning of the week the students receive a grammar packet, a narrative topic to write about, and a reading passage. Throughout the week they work on these three assignments every

During my observation, I was able to observe two students at different grade levels. For my first student, my assessment was based on the criteria of Letter and Sound, Alphabet Knowledge, Site Words and Interest inventory assessments. However, my second assessment was based on the criteria of Running Record, Site Words, and the Interest inventory. Thus within this paper, I will present the data I collected from the assessments of each student.

These photographs represent the TESOL/CAEP standard 3.b.3: Provide activities and materials that integrate listening, speaking, reading, and writing. These photographs show activities 5th grade students completed as they read the murder mystery novel The Westing Game by Ellen Raskin. These activities required students to read and reread parts of the novel and each other’s writing, to write about the characters and manipulate words to form sentences, to listen to each other’s thoughts and ideas as they discussed the novel and the activities, and to speak to one another about their thoughts and ideas. The first photograph shows an exit ticket in which the students were given a sentence frame to help them make an inference about clues and characters in the novel. The students worked in partners to

Brooklyn was an African American 6 years old, she will be going to the 1st grade this year, her mother is an admitting clerk at Long Beach Memorial Hospital and her father is a Long Police Officer. I asked her parent if I could asked her a couple of questions for a class assessment, and they agreed.

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.

Through literature circles, Mrs Kandel had us read many books such as A Wrinkle in Time, Number the Stars, and many more stories. Some of these novels we dreaded, while others we fell in love with. She would sometimes let us read the novel with “POPCORN” so everyone got to read whether they only read the limit of two lines or the student read until she made you give up their turn. Each story, showed us the different ways that stories can be told or written. Another activity that

I will hand Katherine a story called Let’s Make Cookies. I will ask Katherine to read the title, look at the picture and predict what she think the story will be about. Katherine will read the story out loud two times and one time to herself. While Katherine is reading she will have the three strategies we worked on today and two strategies from the day before. Then, Katherine will complete a comprehension worksheet.

Our activities that involved children in practicing reading "story retell". We use interactive, manipulative ways of learning literacy. We told the children to look at the picture and we told the children the word was something that can be seen in the picture. We asked the children to look for chunks in the word, such as “Touchdown, Munched, Crunched, and Feathers”, and some of them showed it.

Due to the relative short period of the teacher–led activity (by another member of staff) and the enclosed nature of the environment, a further narrative observation was felt to be more appropriate than a tick sheet to gain a more detailed analysis. However this time from a purely nonverbal interactive approach, allowing for deeper understanding of the vocabulary knowledge now being used by Thomas during guided reading.