...Subject: Reading/Writing Grade Level: 1st Grade Standards: Language Arts: W.1.8.- With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. SL.1.1.- Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. Ask questions to clear up any confusion about the topics and texts under discussion. SL.1.6- Produce complete sentences when appropriate to task and situation. Objective: Given a word a student will be able to use a description wording by demonstrating an understanding of synonyms with 100% accuracy. Purpose: This lesson is to teach students that when telling stories, they cannot use the same word over and over again. When telling a story they can use more descriptive synonyms and many words that we commonly use everyday have synonyms that they can use to replace these overused words. Materials: -White board -“Boring” word magnets -synonym magnets -Word strips -Pencils -Expo Markers Anticipatory Set: Have the entire class come to the floor and sit in front of the teacher. To introduce this lesson I will introduce a scenario where...
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...Assignment One Reading a Strategic Plan As a volunteer radio presenter for ArtsoundFM in Canberra, I am very interested in community radio and its benefits to the local community through its varied program mix and community announcements. With this in mind, I have selected the Community Broadcasting Foundation (CBF) to evaluate their Strategic Plan. I see the benefit of this organisation, in terms of them being an “independent non-profit funding agency”, to be valuable to their stakeholders. The primary purpose of the CBF is to “solicit funds and disburse such funds for the maintenance and development of the community broadcasting sector, in an ethical and transparent manner”. These values are governed by the Community Broadcasting Code of Practice and as such, “the CBF affirms the principles of access, diversity, independence, innovation and localism.” This displays their commitment to the social justice that underpins the sectors philosophy and operation. The way that the CBF will undertake this is through a fair and equitable grant disbursement program during the period from 2005-2008. They will also work closely with the organisations in the sector, as well as funding bodies, to “maintain, increase and diversify sector funding”. If the CBF can achieve these aims, I feel confident that organisations that rely on their funding will be able to maintain their independent broadcasting ability. They will also be in a better position themselves to utilize this funding...
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...weaknesses in his reading especially with fluency and comprehension. I had no idea that I was eventually going to be tutoring him. As it turned out, my cooperative teacher wanted me to work with this student. Originally, my cooperative teacher wanted me to work with another one of her students but, she later changed her mind on account of, the original student is frequently absent and spends a great deal of time making up assignments. Additionally, my cooperative teacher provided me with valuable background information on my student. Furthermore, through the background information that I was provided I learned that my student occasionally has a difficult time concentrating on his work. His AR level is 2.6-3.6. He is particularly eager to learn, but he frequently rushes through the class assignments. My cooperative teacher has also informed me that Alex is a part of the Jubilee program and he also receives support and intervention from the...
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...Associate Level Material Appendix H Gen/105 SQ3R Worksheet Selected reading: Social Groups PG. 217 Chapter 7 |Survey |Describe the value of surveying the reading. | | | | | |The value I learned from surveying the reading is that It made Me look ahead at the chapter. And skim through | | |before I actually reading it this way I could prepare what I was going to ask myself | | | | | | | | | | | | | | | | |Question |What questions did you ask as you were reading? | | | ...
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...the time. That is how they began to connect words to items and ideas. The stage know as beginning literacy children learn phoneme-grapheme correspondences as they begin to decode and spell words. I work with my kindergartener everyday helping her practice her sight words and singing her songs to spell her colors. The stage known as fluent literacy children have learned how to read and write and now can concentrate more on comprehension in reading and composing paragraphs in writing. 3.) Some strategies teachers use in teaching reading and writing are shared reading, the language experience approach and interactive writing. Shared reading is an interactive reading experience that occurs when students join in or share the reading of a big book or other text while guided by a teacher. Cross-aged reading buddies is another way teachers use shared reading. This is when older students are paired up with younger students to read to each other .I think this is a very effective strategy to help younger children become more confident in reading aloud. These...
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...Week #4 Discussion Posts-Shandy Oldenburger I used my student that participates in Early Literacy Alternative Assessment to complete the activities and think about while reading the assigned readings. My student on the Early Literacy Alternative Assessment is a kindergartener. After the readings, I learned that my student would be considered emergent in the area of literacy. The student is at the very beginning stage of literacy, pays little attention during book readings, and has no comprehension of graphics. It is important for familiar texts to read repeatedly and give exposure to various materials dealing with literacy. I started incorporating the use of Tar Heel Reader and electronic books. I love Epic electronic books, which...
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...Note taking is an important skill for students to learn. It provides you with the ability to be able to take a personal record of what you are reading or listening to. If we do our own note taking it means that we can provide ourselves with an accurate account, without the possibility of plagiarism. There are many forms of note taking. Linear note taking and pattern note taking are the two main ways to take notes. When I personally take notes, if I am listening to someone and I have to take notes I will write in a linear form, sequential note taking and then later change my notes to a patterned form, spider diagram, so I can make reference to them later. If I am reading, however, I usually go straight to spider diagrams as I find them easier to read at a later date. Although, on the sheet attached, by completing the note taking analysis I have learnt that I need to improve the way I take notes considerably. My time frame to complete this task is one year. My notes are badly organised, not numbered, occasionally hard to understand, I rarely abbreviate and points are not clearly laid out. However, I do write it in my own words and it is generally brief. I plan to work on these points over the next year as well as over the next four weeks. After reflecting on my note taking skills I have learnt that I need to review how I take notes. I plan on using varying ways to take notes from now on. I will vary my note taking with other forms such as mind maps and work on making them precise...
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...Reading with Reid Reid Davis December 9, 2013 Bullard 4th Block 5th Year IBMYP Davis 2 Table of Contents Title Page…………………………………………………………………...................1 Table of Contents……………………………………………………………………..2 Thesis Statement/ Introduction………………………………………………………..3 Background Information……………………………………………………………....4 Research/ In-Text Citations……………………………………………………………5 Introduction of Project………………………………………………………………...6 Steps of Personal Project………………………………………………………………7 Interviews…………………………………………………………………….…...8 & 9 Product ………………………………….…………………………………………...10 Conclusion/ Reflection…………………………………………………………11 & 12 Davis 3 Reading With Reid Thesis Statement My primary goal for this project is to bring happiness and a better education to the students at Turning Point Academy. I did this by buying and collecting books to donate to the libraries that serve Turning Point Academy students in order to increase their reading opportunities and their learning environment. This project has reminded me that reading is a joy that belongs in every one’s life and should be considered a privilege more than as a right. Reading is amazing. In fact, amazing doesn’t even begin to describe how unbelievably valuable reading is in one’s life. The dictionary definition of reading is “the action or skill of reading written or printed matter silently or aloud,” (Webster’s Dictionary). This definition doesn’t adequately describe reading because it does not fully portray the valuable benefits...
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...reading and studying focusing on print and online materials ISBN 1-256-09222-3 Keys to Effective Learning: Study Skills and Habits for Success, Sixth Edition, by Carol Carter, Joyce Bishop, and Sarah Lyman Kravits. Published by Allyn & Bacon. Copyright © 2011 by Pearson Education, Inc. c h a p t e r 7 hanh never had trouble keeping up with her high school reading assignments, but after four weeks of college she is already snowed under. With midterms coming in two weeks, she stays awake at night thinking about how much she has to learn. It seems as if all the reading she has done this term—particularly what she has read on the computer—has gone in one side of her brain and out the other, so she feels she has to start at the beginning. She has the sense that the way she is reading may be a problem, but it worked for her in the past, so why change now? In this chapter . . . you explore answers to the following questions: HOW can SQ3R help you own what you read? p. 190 WHAT improves reading comprehension? p. 200 HOW do you customize a text with highlighting and notes? p. 205 HOW can you read online materials effectively? p. 208 ISBN 1-256-09222-3 © Shutterstock Keys to Effective Learning: Study Skills and Habits for Success, Sixth Edition, by Carol Carter, Joyce Bishop, and Sarah Lyman Kravits. Published by Allyn & Bacon. Copyright © 2011 by Pearson Education, Inc. Habit for Success ask questions Questions are the backbone of learning. They help...
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...that it would require you to engage in mind-numbing reading of chapter after chapter as is the case with many books on the subject. The information is written in a way to help you "see" and "practice" proven study techniques. This page is used in hundreds of schools and universities and is currently ranked by Google and Bing in the top ten for plain old "study skills" and "how to study effectively" and #1 by Google and Bing for "effective study skills" Want more? Available now is a new, inexpensive download or CD on how to improve not just your study skills, but your learning skills as well. It is STUDY SKILLS FOR SCHOOL SUCCESS 2.0, that includes in one program a greatly enhanced version of all the information below, and much, much more, including a new section on how to get better math grades and self-motivation. After all, isn't what works what really counts? Please click http://adprima.com/SSSS2/ssss2order.htm and see for yourself. There is little doubt that no two people study the same way, and it is a near certainty that what works for one person may not work for another. However, there are some general techniques that seem to produce good results. No one would argue that every subject that you have to take is going to be so interesting that studying it is not work but pleasure. We can only wish. Everyone is different, and for some students, studying and being motivated to learn comes naturally. If you are reading this page, it's likely that you are not one of them...
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...doing what they are supposed to do on the page laid out for me to read. I hated reading. My father would make numerous attempts at reading the words to me instead, only to be greeted with a shush and a shake of the head of a five year old girl. I did not desire to be read to, I did not want to read for myself, and I definitely did not want anything to do with the useless alphabet that always appeared to hold exceptions. Sadly, the world would not let me have my way, thus I was forced to use other means to avoid the unbearable...
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...literacy instruction through a variety of approaches leads to successful readers. The goal of each lesson is to increase student’s literacy success while supporting their literacy needs. To help support third grade literacy skills a teacher can use several, if not all, of the instructional procedures shared in Literacy for the 21st Century: A Balanced Approach by Gail E. Tompkins, 2014. Annotated and Abbreviated List of Tompkins’ Literacy Instructional Procedures [All entries have been adapted from Tompkins (2014) Literacy for the 21st Century: A Balanced Approach (6th ed.). Boston: Pearson with the intent of applying the procedures in a third grade classroom] Guided Reading Uses: Explicit Instruction Purpose: To support students with decoding and reading comprehension learn reading strategies and become independent readers. Overview:...
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...ARTICLES Motivating and engaging students in reading Jenna Cambria John T. Guthrie LJjdvcrsLiv û", J ou can certainly ignore motivation if you choose. But if you do, you maybe neglecting the most important part of reading. There are two sides to reading. On one side are the skills which include phonemic awareness, phonics, word recognition, vocabulary, and simple comprehension. On the other side is the will to read. A good reader has both skill and will. In the "will" part, we are talking about motivation to read. This describes children's enjoyments, their wants, and their behaviors surrounding reading. A student with skill may be capable, but without will, she cannot become a reader. It is her will power that determines whether she reads widely and frequently and grows into a student who enjoys and benefits from literacy. So we think you should care about motivation because it is the other half of reading. Sadly, it is the neglected half. Y What is motivation? Many teachers think of a motivated reader as a student who is having fun while reading. This may be true, but there are many forms of motivation that might not be related to fun and excitement. What we mean by motivation are the values, beliefs, and behaviors surrounding reading for an individual. Some productive values and beliefs may lead to excitement, yet other values may lead to determined hard work. We talk about three powerful motivations that drive students' reading. They operate in school and out of school, and...
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...learning disabled students is direct instruction. Students with a learning disability may have problems with reading comprehension, oral expression, or visual perception. Direct instruction helps LD students with these aspects they struggle with. Students may not understand the question being asked in a word problem no matter how many times they read it because being able to read it does not mean they understand the material being read. If the learning disabled student is lead step by step, they won’t get lost and will be able to better comprehend the learning material. 2. Fairness in the video was defined in the video to be giving people what he or she needs and not to treat everyone the same. If LD students were taught the same way as student, who learns at a normal pace, they would not be able to keep up with the rate of the lesson. A strategy that was mentioned was the use of a one on one conference. With the use of one on one conference, the teacher can address problems observed in the class and work out compromises with the student. Teachers can also give students worksheets that are easier to understand and more straight to the point to the learning goals if he or she is struggling to keep up. 3. LD students will receive more assistance to help them get to the same learning goals as the rest of the class even if it is a slower process. Differentiated lesson plans will provide different rates of learning so that all students, including learning disabled students, will...
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...in the Classroom Incorporation of activities into lesson plans is critical to the successful implementation of the Louisiana Comprehensive Curriculum. The Comprehensive Curriculum indicates one way to align instruction with Louisiana standards, benchmarks, and grade-level expectations. The curriculum is aligned with state content standards, as defined by grade-level expectations (GLEs), and organized into coherent, time-bound units with sample activities and classroom assessments to guide teaching and learning. The units in the curriculum have been arranged so that the content to be assessed will be taught before the state testing dates. While teachers may substitute equivalent activities and assessments based on the instructional needs, learning styles, and interests of their students, the Comprehensive Curriculum should be a primary resource when planning instruction. Grade level expectations—not the textbook—should determine the content to be taught. Textbooks and other instructional materials should be used as resource in teaching the grade level expectations. Lesson plans should be designed to introduce students to one or more of the activities, to provide background information and follow-up, and to prepare students for success in mastering the Grade-Level Expectations associated with the activities. Lesson plans should address individual needs of students and should include...
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