One very basic and useful organizer is the Venn Diagram. The students choose two elements of the reading and write in the Venn Diagram differences and similarities. This is an excellent compare and contrast strategy. Assessment: Students switch with a partner to compare information on their Venn Diagrams Strategy #3 Student Journals Student's maintain a personnel journal for the books that they read. In the journal the students must write what they have learned, how they feel about the content, and the meaning of the book.
Second, is the Text meaning maker, this allows the student to ask what does the text mean to me? Third part of the model is Text user who asks, What do I do with this text? And finally, Text analyst which is where students are asked what does the text do to me? This essay will outline in greater detail only two of the four models, those being Text code breaker and Text user. This essay will look at these models and how they can be used in a classroom situation to assist students’ learning.
The students’ benefits, he or she will know the English I, characterizations parts of the language. The students areas of the tiers are used for the students’ instruction; the process – the way students make sense out of the content, or the product -the outcome at the end of a lesson, lesson set, or unit--often a project. When beginning the tier, I use one of the three. After I am at ease with tiering, I may try to tier more than one area in the same
Peer editing ensues, including a feedback sheet tailored specifically for the assignment for students to fill out for the author’s benefit, leading to a revised typed final draft. The teacher is available throughout the process for further personal consultation. Essay, Poem, and Visual Text analysis Students read many brief essays and shorter pieces of writing in this course. Poems are included to detect and measure style, tone, and meaning. Visual text is included in the form of editorial cartoons and photos as well.
They participated in literary workshops designed by the Ontario Ministry of Education to foster new ideas and change of mentor teacher beliefs and practices in teaching. The professional learning opportunities were intended for encouragement and support for mentor teachers. The research design included three standard visits of novice teachers in the classroom. The observing teacher (also known as the mentor) focused on the ‘SMART’ goals established by demonstration teacher (the novice teacher). The mentoring teacher searched for successful practices which could be developed in the new teacher’s teaching style such as tone, eye contact, body language or even learning activities which could create success in class.
Whole class – students discuss and debate document analysis. 3. Individual – students produce analytic essay responding to inquiry question. How will you assess what student learned during this lesson? – Student essays will be assessed for accurate representation of prior learning and primary source analysis.
Modifying a Lesson Plan for English Language Learners (ELL) By Linda Brown Teaching Literacy to ELL Students E6536 Instructor: Ella Benson Argosy University As the number of English learners increases in schools across the United States, educators are seeking effective ways to help them acquire the knowledge and skills they need to succeed in the classroom. The SIOP Model* is a research-based and validated model of sheltered instruction. Professional development in the SIOP Model helps teachers plan and deliver lessons that allow English learners to acquire academic knowledge as they develop English language proficiency. The Center for Applied Linguistics is an excellent place for educators to gather research-based tools for working effectively with English Language Learners.This is a model, I will use to create a lesson plan for ELL students. The key points are to clearly post, refer to, and review learning objectives and language objectives.
This assessment is good in determining the content areas that in need for more attention for each student. This assessment covers the content areas of Math, reading, writing, and listening. Scores are a good tool to determine whether an ELLs is deficient in their English skills in each of the content areas in which he or she scores low, and give the teacher a clear understanding about which standards the student needs to have more of an intensified instruction
Vocabulary helps students apply meaning to the words they read and aid in comprehension. All components work together to provide students the necessary skills to read well. Put Reading First: The Research Building Blocks of Reading Instruction describes the NRP’s findings of scientifically-based reading research and provides a framework for using the findings in the classroom. Twelve key concepts from the NRP’s report concerning the first two components, phonemic awareness and phonics instructions, are discussed below. Phonemic awareness can be taught and learned.
BALANCED LITERACY PAPER A balanced literacy program includes aspects of literature-based instruction as well as phonics. Linda Chen and Eugenia Mora-Flores (2006) say that this approach “recognizes the complexities of the act of learning to read and the need to utilize multiple approaches because children learn differently.” There is no one-size-fit all strategy to teach children how to read and write, instead we need to find out the individual needs of each student and give them several strategies to work with. It is our job as educators to provide our children with meaningful opportunities for reading and writing. Before laying out an instruction outline, we need to define our goal. Every year teachers need to