...is a crucial element in a student’s learning process. The use of graphic organizers is one way to help facilitate this learning process. Graphic organizers are visual representations of ideas, information, statistics, and/or knowledge. Venn diagrams, concept maps, network trees, and sequential maps are a few examples of graphic organizers. Using graphic organizers aid students in organizing, arranging, and categorizing complex information into manageable components. According to Gary D. Borich, “An advance organizer [graphic organizer] gives learners a conceptual preview of what is to come and helps prepare them to store, label, and package the content for retention and later use.” (2007, p. 271). Extensive research suggests that the use of graphic organizers make the learning process easier to comprehend for all learners. Borich states, “Advance organizers have been found especially helpful for students from diverse culture and English-language learners…” (2007, p. 271). Organizing and introducing a graphic organizer for class use involves preparation. As an educator, it is imperative to organize and comprehend the concepts to be taught to the students. Once the information is gathered and understood, a specific learning objective can be formed. The learning objective is presented to the students in a clear and concise manner. Presenting the students with an example of the graphic organizer, help the students visualize and organized the objective to be learned...
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...Running head: READING COMPREHENSION STRATIEGES Reading Comprehension Strategies Kimberly A. Rossetti Grand Canyon University EED 470 – Curriculum, Methods, and Assessment: Literacy and Language Arts K-3 March 14, 2012 Reading Comprehension Strategies Studies reveal that teaching and instruction utilizing illustrative or visual organizers and templates that are representational, portray associations or connections among concepts. Presenting such graphic matrices as an introduction primes students to commence their learning processes toward a forthcoming educator instruction or assignment (Jitendra & Gajria, 2011). The following will review various graphic organizers, charts, and matrices that can be implemented for further development of reading comprehension. In addition, a summary will follow the illustrative pictorial of lesson introduction that provides an explanation regarding the implementation or utilization considering that particular comprehension example of focus. Beginning / Middle / End Beginning / Middle / End Summary: Using the Hamburger Model diagram will assist students to beef up their writing skills and promote or increase their focus on details while reading. The paragraph hamburger is a composing or authoring tool that will assist young writers to pictorially summarize important or main elements of a passage. Main focus, narrative or describing text, and concluding sentence are the central components or portions of a complete...
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...with their cohort and possibly even being accepted into a post-secondary school. This action research project studied the correlation between the use of graphic organizers and concept...
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...Language Development (ELD) it is vital to begin by creating a safe learning environment where students can make mistakes without ridicule, embarrassment, or backlash. This will make students comfortable and at ease with a clear mind ready and engaged to learn. There are many strategies to teaching ELD, with each strategy belonging to one of the four domains; reading, writing, listening, and speaking. I will discuss several strategies, assign each to a domain, justify the effectiveness in its domain, and when each strategy should be used. Effective instructional strategies utilized to facilitate ELD. * Using visual and graphic organizers This strategy, I believe, is best used in the domain of writing, because of the ability it has to aid students in logically organizing their material resulting in effectively communicating their thoughts. This strategy can be used anytime during the learning process. This is a great strategy for early ELL’s as well as long-term English learner. Graphic and visual organizers can assist with the progress of student’s by aiding them in identifying focus areas in a topic that is extensive, such as books or published documents. Graphic and visual organizers aid each student to arrange thinking and find relations between topics. They work as an instructional object aiding students to better organize their writing and thought processes. This strategy also makes it easier for students to brainstorm and can increase reading comprehension. (V...
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...Students will also write their cinquain poems individually with a graphic organizer as a guide if needed. II. LESSON BODY INTRODUCTION: Introduce the lesson to students by saying “We are going to begin a unit on Poetry. Today we will focus on a type of poetry called a cinquain.” Read aloud several examples of cinquains to students. (Have at least two displayed on the board). Ask the students questions such as “What do you notice about these poems? How are they the same?” TEACHING PROCEDURES: a. Explain that this type of poem is called a Cinquain. Instruct students to utilize their graphic organizers if needed. Write the word cinquain on the board. A cinquain is a poem with only five lines. Cinq is the French word for five. Underline the cinq in cinquain. Explain to students that just like there are specific steps to math problems, there are specific steps to writing this kind of...
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...TEACHING EMERGENT LITERACY Emergent literacy is a term that is used to explain a child's knowledge of reading and writing skills before they learn how to read and write words The basic components of emergent literacy include: * Print motivation: Being interested in and enjoying books. * Vocabulary: Knowing the names of things. * Print awareness: Noticing print, knowing how to handle a book, and knowing how to follow words on a page. * Narrative skills: Being able to describe things and events and to tell stories. * Letter knowledge: Understanding letters are different from each other, knowing their names and sounds, and recognizing letters everywhere. * Phonological awareness: Being able to hear and play with the smaller sounds in words TEACHING BASIC COMPREHENSION SKILLS Comprehension strategies are conscious plans — sets of steps that good readers use to make sense of text. Comprehension strategy instruction helps students become purposeful, active readers who are in control of their own reading comprehension. These seven strategies have research-based evidence for improving text comprehension. 1. Monitoring comprehension Students who are good at monitoring their comprehension know when they understand what they read and when they do not. They have strategies to "fix" problems in their understanding as the problems arise. Research shows that instruction, even in the early grades, can help students become better at monitoring their comprehension...
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...As a visual learner, I tend to struggle on essay tests because the teaching method used during lectures causes me to drift off, making it hard to retain the information. Now that I am in a graduate program, I know that if I use color highlights to outline my reading material, it will help me to retain the information much better. While comparing myself to others, I have noticed that some people remember things they see, some remember from hearing, and then there are those who remember things from experience. The various types of learning activities that match my learning style is to provide a visual aid activity for students which would include using videos, puzzles, computers, over heard projectors and graphic organizers. While using graphic organizers in my Business Management class, I have noticed a great change in my students’ success. Graphic Organizer helps create a visual outline of the chapters studied. Using visual aids to teach is a great way for student with various learning styles to learn. I also use dry eraser boards with colorful markers to engage the students’ attention. I found that using various colors to outline the different areas in my lesson plans allows the students to follow a flow of the engaging activities for the day. In order for me to succeed in the MATLT program, and online learning environment, I must first get organized by printing out each week’s discussions and assignments. I underline important facts and information using colorful...
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...Section 1 An English Language Learner is someone whose first language is not English and they are learning it. According to The Glossary of Education Reform there definition of an English Language Learners “Are students who are unable to communicate fluently or learn effectively in English, who often come from non-English- speaking homes and backgrounds, and who typically require specialized or modified instruction in both the English language and in their academic courses.” Section 2 The three strategies that I picked were to emphasize visualization, metacognition, and . Emphasizing visualization is when you create activities for your ELL or class that is mainly based on visual. According to The Sourcebook for Teaching Science, “That math...
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...The National Reading Panel, convened on behalf of Congress in 1997 to assess the effectiveness of various approaches to teaching children to read, suggests in a 58-page teacher's guide intitled "Put Reading First: The Research Building Blocks for Teaching Children to Read" that students' reading comprehension can be greatly improved by intructing them to use specific strategies that will actively increase their ability to understand and retain what they read. The true reason for reading any text is comprehension. Just as vocabulary can be taught, the ability to thouroughly understand what one reads can be taught. While there are several strategies that may be used to improve a students reading comprehension, there are six which have the most solid scientific support. These six strategies are monitoring comprehension, using graphic or sementic organizers, presenting students with questions which they must answer, instructing students to come up with their own questions, teaching students to recognize story structure, and developing effective ways to summarize long bodies of text. Students can and should be taught to monitor their own comprehension of text. Students who are effective at monitoring their understanding of what they read are able to identify what they do and do not understand and are much more able to use appropriate strategies to resolve problems in comprehension. Specific strategies which students may use when applying comprehension monitoring include stating...
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...The course Reading and Writing across the curriculum was expectedly an eye opener for me. As per usual with courses taught by Dr. Saul and Mrs. Rock, I expected to be involved in activities which showed the importance of reading and writing across all subject matter in the curriculum. My first thoughts of reading and writing were that it was linked exclusively to Language Arts but this course has shown the importance of reading and writing throughout the curriculum. The first topic that intrigued me was Chall’s Stages of Reading Development. These six (6) stages show step by step the process of reading development a child undertakes straight up to adulthood. By having an understanding of these stages and the characteristics that children portray in each, a teacher can effectively cater to the needs of the children. For example, in the first stage, the Pre-Reading Stage, aged six (6) months to (6) years, children garner information via being read to by an adult, who responds to and warmly appreciates the child’s interest in books and reading and via play with books, pencils, paper and blocks. This stage creates a foundation for reading and writing as children identify letters and understand words they hear even though they can read few if any at all. Teachers or adults can let children choose books of interest and read them to them consistently to aid in retention of knowledge. Knowledge of Chall’s Stages of Reading Development is also immensely useful when dealing with children...
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...Option B: Algebra Goal 1 – Understand and use graphic organizers to solve advanced concepts. Cynthia has had difficulty solving problems on her own in the required amount of time. Graphic organizers are visuals that assist students in remembering information. In the area of algebra, graphic organizers may be used to provide students with formulas or cues needed to solve the problems. This will enable Cynthia to create relationships between ideas and have a simplified and very general way to understand complex concepts. She will use very simple cue cards that can help her with the rules and graphic organizers that can help her with the rules. Goal 2 - Use Mnemonic devices to grasp advanced concepts. One of Cynthia’s strengths is an understanding of vocabulary. Cynthia will harness one of her strengths to try and overcome one of her weaknesses. The goal of Mnemonic devices are getting a student to understand a concept making a connection with words, sentences, and pictures. A great example from the star sheet is Please Excuse My Dear Aunt Sally. This method allows students to quickly recall the order of operations when solving algebra problems. Cynthia will remember that the first letter from the catchy phrase (in order) will explain the steps of how to begin solving a problem. Goal 3 - Learn to solve concrete-representational-abstracts to solve polynomials The Concrete-Representational-Abstract (CRA) Method of teaching mathematical concepts is a method that allows...
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...understanding the importance of our community workers is critical for the students’ acquirement on why we have jobs. Being able to identify them in their local, state and national government status is important as students advance in their future understanding on how they are chosen for their position. By teaching this lesson plan my students’ will gain knowledge on what a community worker means to them and how our society is dependent on the help of our community neighbors and workers, local, state and national. Component 4: Research 1. http://ritter.tea.state.tx.us/rules/tac/chapter110/ch110a.html 2. http://www.loc.gov/teachers/classroommaterials/lessons/ 3. http://www.ncte.org/lessons 4. http://www.greatschools.org/students/academic-skills/162-the-state-of-civic-education-teaching-the-citizens-of-tomorrow.gs I am competent in teaching this lesson unit to students. Incorporating this topic in the classroom would benefit children as they go through school and through their daily living. The research that I started with was the Texas TEKS, which allowed me to align me lesson with the state standards in which I am suppose to be teaching. Without first choosing a TEKS, I could not prepare my lesson plan activities because I needed to make sure that my activities came after the TEKS and not before. Once I decided that I wanted to base my objective around community awareness, I went to the NCTE website to see if there were any specific...
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...This paper will explain the ways that Teaching Strategies GOLD is a dependable, ongoing, observation-based assessment system that relies heavily on teacher and judgment as a teacher at Gigi’s Learning Academy. The data teachers collect every day by observing children in the context of meaningful experiences makes this instrument vigorous and effective. After analyzing the evidence, the teacher gathers the document of each child’s knowledge, skills, and behaviors; the teacher evaluate each child’s progress. The teacher identifies each child’s levels of development and learning at given points in time; track progress over time; and compare the child’s knowledge, skills, and behaviors with widely held expectations for children of the same age...
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...Running head: MOTIVATING YOUNG READERS Motivating Young Readers through Adolescent Literature Mary Ann Clemente Grand Canyon University: SED 435 Dec. 9, 2012 Motivating Young Readers through Adolescent Literature The challenge that faces educators today is presenting adolescent readers with books that students can relate to and will keep them motivated to read. Adolescents connect to stories that have a theme that tell a story about things like friendship, discovering themselves and their values. Books that show teen characters positively, as compared to how society usually sees them will keep students motivating and will hold their interest (Herz & Gallo, 1996). One such book is Rifles for Watie, a historical fiction novel and Newbery Medal winner. It was written by Harold Keith in 1957. This book can be used to connect the history of the Civil War with a students everyday life. The story is about a sixteen year old boy named Jefferson (Jeff) Davis Bussey. He joins the Union side of the Civil War and while serving gets noticed by for his intelligence, skill, and calm disposition. He becomes a spy, pretending to be part of the Rebel side, gaining information for the Union. Students will be able to relate to this young man. He struggles with many of the same things as students do today. The older men see him as young and inexperienced and not as valuable. Jeff also misses his family and struggles with the realization that even though the Rebels are...
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...with me building a positive relationship. I found that my students enjoy my lessons when I bring in prior experiences. Modeling the lesson with humor capture the student’s attention and they are eager to participate and collaborate with the peers and teachers. My strength demonstrates that I model all my lessons and make them student friendly. I plan and model my lessons by incorporated and adapted the skills to students’ individual needs. I also teach cross curriculum allowing students to build from each core subject. During the lesson I use hands-on activities to capture the student’s attention and make learning more interested and fun. Modeling with different graphic organizers is a strategic strategy used to measure the students understanding of the skill taught. Key strategies are very essential when teaching a literacy class. I always have students to write down the before, during, and after strategy used in each lesson. For example, I use the KWL chart to access the student’s prior knowledge, what they want to learn as well as what they have learn. Next, I used a semantic strategy during the lesson assessing the student’s vocabulary growth. Finally, most importantly the after strategy “Ticket out the Door” students share on a sticky note what they have learned or answer to question related to the lesson. As a 5th grade basic social teacher I found that it is very important to use read aloud to keep the students energized and it also increase the student’s literacy...
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