Winn-Texie Lessons

[ ] In clip 1, it is evident that I was able to deepen children’s language and literacy development by incorporating science and language arts into instruction. For example, in clip 1, children are asked about their prior knowledge of poison ivy and are then able to make connections to poison ivy through the mentor text, “Fancy Nancy Poison Ivy Expert”. I chose this text in order for children to make connections with the anatomy and characteristics of poison ivy due to this plant being popular in our area. After asking the children about their prior knowledge of poison ivy, we studied images of poison ivy by looking at the shape and how many leaves there were together. By counting the leaves on the poison ivy plants, the children were increasing their counting skills which helps develop their mathematical skills of numbers and operations.We then made connections to the children’s prior knowledge that they stated before looking at the images of the poison ivy leaves. Through this

When it comes to a student who is learning to read understanding that reading comprehension is the most important aspect to determine if the student makes a connection with the text in which is taught. Picture acronym is a strategy that students used when they are reading. A student that can predict, imagine, clarify, try, use, review and evaluate the text is a strategy a proficient reader can used when they are reading. As the student is using this strategy a teacher can talk and ask question while reading, have conversation about the book, encourage students to ask questions for clarification and have reading materials to match the student level reading.

Once they have something to share they can raise their hand. This is when the students will connect their prior knowledge to the informational text. Once the students have something to share about what they already know, I will model where we write it on the chart. We will repeat this a few times to allow more students to share their connections. Then I will tell them good readers always look at the pictures and think of questions or something they are wondering about. I will tell the students I am going to open the book to the first page and we are going to ask questions based off the illustration. I will look at the illustration and model an example of a question referring back to the 5 W’s on the board. I will orally ask my question aloud and then write it on the W section on the chart. Then I will ask the students to think of a question using one of the 5 W’s, and hold a thumb up once they have one. After students have been given a minute to think, I will ask them to face the person next to them and share their question. I will allow a few seconds of discussion and then bring the attention back up

Furthermore, between the first and second step of the activity, students can note down those new expressive words as the reference in their learning journal, as well as use those notes to practice more with making sentences at home

include Marking the Text and Using Visual Text for Understanding. I will explicitly teach the

Procedures: This goal was addressed through storybook readings, direct teaching with pictures and objects, paper and glue activities, looking at singular and plural picture cards, and in spontaneous conversations during free choice and on the playground.

Students play whiteboard races. During whiteboard races students work in pairs to translate the questions below. Doing, so allows me to have a thorough understanding of what students know and do not know regarding high frequency target structures and vocabulary before going through storytelling.

Following-up tasks in this stage, in addition to discussion, correction and continuous assessment, lead to skills integration, as students are equally exposed to the four skills; reading, listening as well as speaking and writing. These activities combine the fourth and fifth levels of comprehension, involving synthesizing the whole ideas in the text, thinking of similar situations or outcomes, and using topics in an original way to activate imagination. All these levels of comprehension are identified in Bloom’s Taxonomy and follow a hierarchal pattern. The basic stages should be completed first in order to go up in the pyramid to reach the next

In the first lesson, students are increasing their knowledge of character and setting. As a class, we go over the story “Get the Egg!” Reading the story I will stop and ask questions about characters and settings and if they know the meaning of character and setting. Then the students will work in small group and fill out a story element chart (Name the character, setting, and draw the picture. In the second lesson, students are continuing to practice, furthering their knowledge on the concept. Vocabulary words of “Get the Egg!” and children will try to be able to identify the vocabulary words related to character and setting in the story. Students will try to write sentences with the vocabulary words. In the third lesson plan, students will be given a sentence starter and learn to connect thoughts and oral language to generate ideas in a sentence .Students will use correct punctuation, spacing, and capitalization to make a complete sentence. This helps students learn how to plan for

The reason why this strategy was selected is because these tools can be used in a modern educational environment to address the most common challenges. It is also helping to show educators and administrators the kinds of tools that can be utilized to improve the effectiveness of learning comprehension inside the classroom. (Roland, 2008, pp. 303 314)

The teacher observe and make notes to demonstrate the students’ comprehension during the interactions so students can be asked to paraphrase a short text. Finely, add technology. Students collect a visuals from the internet to add in the context. Also they can create PowerPoint presentation about the text and add these work in their portfolios. For this purpose, the presenter provided a beneficial short video about practicing the strategy so from showing the process of using the strategy through working with a lot of activities, asking the students questions and provide the students to talk to each other about the content and vocabulary text. That is to say, I can use this type of strategy in my classroom as a teacher particularly, with the students who have difficulty in reading or with the complexes’ text in helping to understand the concept and the new vocabulary to increase the students’ comprehension in reading fluently. So I can provide materials witch are related to the concept and assessing the students from asking them to make a presentation about the text to engage them in the classroom and demonstrate their levels and

In a literacy-rich learning environment contains students classwork with dictations are posted around the room.

However, the second method being discussed in this paper, the whole language approach, focuses much of its attention on making sure the student understands and enjoys what he or she is reading. Whole language instruction occurs when a student acquires language rather than learning it through direct instruction (Brooks 35-36). This method is more child centered than teacher dominated, because the objective is for the student to learn how to read through talking and doing rather than through passive listening. Unlike phonics, whole language uses a variety of ways to give students the opportunity to interact with the text they are reading. Questioning, discussing, problem-solving, listening, writing, drawing, and dramatizing are among the ways students interact with text. Students are also encouraged to implement simple strategies while reading such as: reading the sentence and guessing what word will come next, looking at the picture on the page to help figure out the sentence, and also rereading the sentence for clarification. This method also does a good job in allowing the students to engage in text at their own speed and often in their own ways (36).

The stimulus was introduced to Yoamy and Jasmine by asking them to share what trips they went on this summer and which were their favorites. They were ecstatic and they immediately began to share their summer adventures. This 5th grade classroom has flexible seating, one of the sections in the classroom is by the library which has a couch, rug and table. I noticed that Yoamy and Jasmine usually choose to sit there during independent or group work. I wanted the students to feel comfortable enough to take risks with their language during this activity. Thus, I chose to conduct the LEA here, where they feel most comfortable and to make this activity student centered. As I recorded the students language in verbatim, I wanted to make sure that both students were participating in the discussion and were building on each others thoughts and ideas which is related to the language objective. To identify students’ individual language contributions I wrote the first letters of their names.Yoamy’s code is Y and Jasmine’s code is J. Before being, I made sure to say that they shouldn’t feel scared or embarrassed to contribute to the discussion because their opinions, thoughts and ideas matter and this is judgement free zone. I acted as a scribe, writing down everything the students said, on chart paper so they could see, helping the students meet the objective that oral language can be written down.

Next the instructor gives students a handout for reading strategy practice. The first section is on how to use guide words in a dictionary in order to find words quicker, the second section is on studying details in a sentence, and the third section is on drawing conclusions from the information given. After the students complete each section on their own, they go over their answers together. The last section consists of timed word selections where students get one minute to find as many words as possible. This is to help the students practice scanning when they read. It is evident that reading strategies practice is a core part of this class. The instructor appears to be promoting learner autonomy through strategies training (Rivera-Mills and Plosky, 2007)The instructor then allows the students to take a ten-minute break.