Written Moments Last week on Thursday, Triven and I were doing our opening activity, which was playing hangman. I said this helps us get our mind ready for the day. I let him play the game while I was getting ready, gradually glancing over to see what words he was getting correct. He chose the subject of the water and as I finished setting up, I asked him what strategies he uses while play. He responded with the first the vowels and his word was a 5 letter word. The screen shown o_ea_, he finally said aloud, ocean. I said, “how did you know that.” I selected this moment because he surprised me with knowing the word, because I couldn’t figure it out and he was. I was very impressed with Triven. After realizing what I did, I provided him with …show more content…
He frustrated for both passages on comprehension and didn’t even try to retell me the passage. How can I get my student motivated and to try hard on passages. I always state the purpose of doing these, but he’s not willing try. I said, “Please tell me the story like I have never heard it before, from beginning, middle and end.” Is there a better way that I should have handled this? This is relevant to my student because he got Instructional for 2nd grade for narrative, so I thought expository would have been fine. This is the second, 2nd grade passage for expository and he did worse on this when than on the last one. I selected this moment because I needed to figure out how Triven can be more positive about reading the passages. “Positive reinforcement through incentives can help to build a positive climate, add interest and excitement to classroom expectations, and contribute to a supportive pattern of interaction.” I hope by incorporating some positive reinforcement when it comes to reading the passage, Triven will want to do better. I plan to use chicktionary as a positive reinforcement because he loves that game. Before giving each passage I will tell Triven what I expect and if he follows through he can play one round of
Today is my fifth visit with my tutee. Today my dad and I decided to play more of the hangman game but instead of hangman, it is a fish. I put down one words down and the word has 6 letters in a word. The same as before, I gave my dad a letter which is the letter R. I gave him a clue which was I told him, “What is in your backyard?” He speaks to me in Hmong that he does not know how to spell the words but he knows the word. I told to tell me the words and he said, “Garden.” I told him that he got it correct and I wrote out the word for him. This time, I decide to used the Hmong words instead of using English. I was going to have him write out the Hmong word and then I can teach him the English word and teach him how to write the word out. The
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.
I went on to explain to Natalie that in retelling a story, it is very important to include all elements of the story. Together we went over the five finger retell strategies together so that Natalie could make connections from the visual on how to retell stories from now on. Next, I read the story Dog Breath: The Horrible Trouble with Hally Tosis. While reading the book I left out key characters of the story as well as the setting. I asked Natalie if anything seemed out of place while I was reading and she told me that the book sounded weird and that while I was reading it she became confused. We discussed how characters and the setting play a vital role when retelling a story and that paying attention to key details in a story can really help you become successful at retelling. I then reread the book to Natalie again but this time I added the characters and setting to the story. After I finished the book I had a five finger retell worksheet Natalie and I completed together. We went over the five finger retell story worksheet together and talked about what each of them
Another recommendation to build Trevor’s reading comprehension would be to use the story pyramids strategy. To utilize story pyramids, students are taught to identify the topic of a reading passage using one word, then two words, and then later three or more words. This strategy leads students into writing topic sentences and later summaries of reading passages. Lastly, another recommendation would be for the teacher to employ the think aloud instructional strategy to enhance reading comprehension.
The first Magic and Merlyn Moment started out with the Wart bored on a rainy, cold, wet evening. Everyone was annoyed with him, and they were tired of him moping around, so the Wart decided to head to the toweroom, where he knew to find his teacher. Merlyn was busy knitting a skull cap when the Wart expressed his boredom and wanting to become a bird. Merlyn, who was also in a mood, said that if you were smarter, you would know that birds cannot fly in the rain. Then, the Wart said he could be a hawk in Hob’s mews, which quickly turned into pleading and begging.`He started asking many questions about birds, like if they can talk. Later on, when the Wart asked he can “begin,” Merlyn said now as Hob had
To assist students to “read with purpose and anticipation,” Vacca et al. (2014, p. 173) suggests, in their book Content Area Reading: Literacy and Learning Across the Curriculum, that teachers need to “create an instructional context” that activates their students’ “prior knowledge” and helps them to become interested in a lesson. Throughout chapter six, “Activating Prior Knowledge and Interest,” Vacca et al. (2014, pp. 172-173) explain instructional strategies that can lead students to “read with purpose and anticipation.” This chapter presents the reader with a plethora of instructional strategies and means for applying them, along with example for real educators. As I journeyed through this chapter, I discovered many instructional strategies,
I think a teacher and even counselor can benefit from knowing the student in question really well. Along with their history in prior classes, was this an issue with the last teacher? did the student enjoy reading at any point before? Was the students always a good reader but now the material is harded? Do they have a new IEP? Are they not challenge and bored? These are all questions to think about with reluctant learners. I am working with a student now in my counseling internship along with mu supervisor who is the school counselor. The student was in gifted last year, in 4th grade, but now is refusing to do any work. He can definently do the work but does not want too. We discovered he does not like working in groups with other students but in this 5th grade class a great amount of group work takes place. Teachers can use several interventions to help with relucant students such as picking interesting topics, allowing the student to make suggestions about what they want to read, and exploring motivation. Once students can recieve something they want, maybe a prize or a homework pass, they will be motivate to complete task they do not want to. The text also speaks about making more complex reading avaliable so they reader will be challenged, if the work being to easy was the issue. It may or may not be effective depending on the type of
Many people around the world experience many good things throughout their lives. However, people typically tend to focus on the negative influences rather than the positive. The book, No Ordinary Moments, aids a person in thinking positively and improve their overall perception in life. The book contains exercises to practice positive thinking and to help reflect on situations that may arise to increase awareness and reduce overall stressors in a person’s life.
I had Kassidy begin reading a passage that for was end of 1st grade. On this first passage that Kassidy read to me, she had 2 miscues and 1 significant miscue. After Kassidy was finished reading the passage I asked her questions about the passage. Kassidy missed 6 comprehension questions on this first passage. Based off of the scoring guide missing 5 questions or more was a frustration level. Instead of having Kassidy read and answer questions to more advanced leveled passages I decided to have Kassidy start at a middle Kindergarten passage. She had 0 miscues when she read to passage out loud and she missed 0 comprehension questions. For end of Kindergarten and beginning of 1st grade leveled passages she missed 1 ½ questions leading me to believe that these were instructional levels for comprehension. The last passage that I had Kassidy read and answer questions for was a passage at a middle of 1st grade level. Kassidy had 0 miscues when she read the story aloud, but missed 3 questions. According to the scoring guide this passage was an instructional/frustration passage. What I noticed about this activity was that Kassidy did a wonderful job with reading fluently and reading with expressions. However, when it came time to answer questions about the passages that she read to me, she wasn’t able to recall what happened in the story. For this activity Kassidy’s independent level was at the end of Kindergarten. Her Instructional level was at beginning of 1st grade and her frustration level was at the end of 1st grade. For the next activity, silent reading, I decided to start Kassidy off on a passage that was a 2nd grade level. I thought that if Kassidy was able to read the story to herself, that she might be able to recall on what she read to be able to answer the comprehension
I like the fact that when she asked the question about what happened to her sweater, her students immediately raised their hands. They were all into the story. They wanted to know more about the story. She taught her lesson very well. After telling her story and giving clues that defines main idea, she asked her class what they think main idea means. I think that it is a brilliant way to make your students think and connect. Her students were able to use context clues, and they were able to come up with their own definition of main idea. I noticed that Ms. Bannon used a projector to project the pages of the book so that her students can read along. It is a good way of getting student involved. It also allows for students to practice reading, while Ms. Bannon’s reading out loud. After that, she made her students communicate with one another. It is important to let students communicate with one another. Students interacting with one another is a positive learning technique because they can learn from one another. Also, that way Ms. Bannon is not the only one doing the talking, and that way there wouldn’t be so many teacher to student
In most cases movies serve solely for entertainment purposes, but sometimes you get a film that surprisingly can be accurate and entertaining at the same time. Along with a plot line that attempts to have the audience understand and experience the emotions of a person with anterograde amnesia, the film Memento shows some challenges that people face when out in the world. Anterograde amnesia is the loss in ability to create new semantic and episodic memories after the event that caused the amnesia. It can be caused by damage to the hippocampus because it serves as a way for new memories to get stored as permanent long-term memories but access to old memories is possible since they have already been stored.
The Moment Lenses Invitational Short Film Festival is over and there's an official winner. Selecting eleven mobile filmmakers to compete in a film festival style competition, viewers voted for their favorite and the winner was quite unexpected .... even for Moment.
Describes an experimental study in aboriginal children aged 23 to 36 months who participate in an intervention implemented by educators at an aboriginal long day care service. The Abecedarian Approach Australia collaborates with remote aboriginal communities so they were responsible for this activity. They focus on intentional, individual and response adult-child interactions, with these strategies Abecedarian Approach Australia think is beneficial and positive development for children. The activity was through games which put a high priority on language development and focus on learning in a variety of situations, facilitating the acquisition of skills and concepts that will help in school, but as the study progressed, the games selected were increasing in difficulty. The study shows how the activity was made, who collaborate, the skills they showed or those they developed, if children show difficulty during the activity, and who help in this. The results consider bringing a better support to this group of children and an engagement with early childhood programs.
She liked the idea of the story but the sentence structure and the vocabulary used made it hard for her to follow sometimes. I found myself stopping to explain what was going on or what a word meant often. This made the process of reading the book unpleasant. If I had been reading this book by myself I would have been able to read it in a couple hours tops but with reading it to her the process ended up stretching out over the course of weeks. She lost interest towards the end and didn’t even want to finish it with me. Granted she is a little younger than the recommended age range but with me reading it to her it shouldn’t have been as difficult for her to understand as it was. I worry that students reading this on their own will not be able to comprehend what is happening and wade through the vocabulary. I know that many of the vocabulary words could be skipped and a student could still comprehend the story but many of the vocabulary words that are more advanced are the words that give the story its fullness and richness. Without understanding those words the characters lose a great deal of their quirk and spunk. It is because of these issues that I don’t think I would recommend this book to students very often. Despite the fact it is only 148 pages I worry that it won’t be a good experience for them. I do think that there are times that this book could be good but not for the average
My issue of the background is that one opinion of the story the Execution. Is that the author states he doesn’t agree with Ted Bundy execution along with he doesn’t agree with the death penalty. He quote the (The death penalty and I…have nothing in common) nor does he agrees with such laws of capital punishment. His overall purpose was to inform that he does not agree with execution of Ted Bundy. He sees capital punishment an immoral as quoted (I think the killing of one human makes no sense and is inherently immoral). The author opinion is agreeable with mine.