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Walden final presentation
 

Walden final presentation

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    Walden final presentation Walden final presentation Presentation Transcript

    •  
    • I. Getting To Know Literacy Learners
      • Previous relationships with parents prior to meeting with students (Teacher of siblings and neighbors).
      • Communication with students to find interests, needs, reading levels, and personality traits that can be used during instruction.
      • Making instruction accommodations for students with different needs, literacy levels, and bilingual materials for English language learners.
      • Adapting lesson meeting area to students comfort levels (ie. Students home, public library, school library).
    • II. Selecting Texts
      • Use interest guides and lists to find texts that will engage students and positively motivate students.
      • Select texts that are challenging for the students but will help with their literacy development.
      • Use different mini-lessons to determine student interest in areas outside their comfort levels for use in additional lessons.
      • Select texts that accommodate students needs for English language learner.
    • III. Literacy Lesson-Interactive Perspective
      • Allow students to view texts that tell the same story, but from a different point of view.
      • Use of interactive read-aloud activity to generate a student driven lesson.
      • Generate high quality discussion questions that activate prior knowledge and build new ideas about text.
      • Use of graphic organizer (Venn diagram) to compare and contrast texts to help with comprehension of materials.
    • IV. Literacy Lesson- Critical and Reflective Perspectives
      • Use of multiple texts formats (narrative, informational) to generate and direct lesson instruction.
      • I wanted my students to focus on the author’s viewpoint and meaning with their text.
      • Use of K-W-L chart to activate prior knowledge and use of interactive read-aloud to generate discussion questions to finish their chart.
      • Use of informational text to generate discussion of Environmental issues and how they affect students.
    • IV. Literacy Lesson-Critical and Reflective Perspectives
      • Use of narrative text to emotionally engage students and to generate a reflective response from the students.
      • I had Robert use journal writing to reflect on his reading and to write a response letter to one of the texts.
      • Lucy and Gabriel used voice recorders for their own reflection projects based on their writing abilities, however, they were also given opportunities to practice their writing with their voice recorded reflection as a guide.
    • V. Feedback From Colleagues and Parents
      • Parents mentioned a greater respect for teachers and the time it takes to find materials that engage student learning and motivates young readers.
      • Gabriel’s parents were especially appreciative that I used bilingual materials and was able to communicate with him in his native language to help with his English development.
      • All of the parents were impressed with improvement that their child made despite the limited amount of time that we had working together.
    • V. Feedback From Colleagues and Parents-
      • Lucy’s parents asked about how I work with my own daughter and felt that they may have put too much pressure on Lucy in her own education. I gave them advice and ideas to use with Lucy to help.
      • Robert’s parents mentioned his change in interests and willingness to read new materials and increased use of online educational websites.
      • Gabriel’s parents have mentioned to me that they would like to become more involved with his education and I have given them some bilingual materials that they can use.
    • V. Feedback From Colleagues and Parents-
      • All three students parents asked for additional ideas, lessons and strategies that they could use with their children during the summer. I gave each a text list and a list and explanation of various activities.
      • I am planning to continue meeting with Gabriel, at his parents request, several times during the summer to help him with his English development and to help to prepare him for school next year.