How can I improve the class interaction with my students in English? Jc's act...Juan Reyes Jc
Students love English in the school, they enjoy doing oral presentations about their interests, they like singing or playing games, however, they don’t use English to ask requests, ask for information or express their feelings using this foreign language.
Hypothesis:
Students don’t ask questions in the English class due to the fact that they feel shy to make mistakes in front to the class and also because they don’t have the habit of speaking in the foreign language naturally.
Developing Student Reading Skills Proposal Amal AlWazir
I am sorry to bother you, I know how you are busy. I have attached the developing reading skills presentation and proposal updated. Please let me know if you have any comments..
TEACHERS of TOMORROW LESSON PLAN PROJECT FORMAT NAME .docxrhetttrevannion
TEACHERS of TOMORROW LESSON PLAN PROJECT FORMAT
NAME:
Tavonnia Evans SUBJECT:
English
STATE STANDARD:
ESSENTIAL KNOWLEDGE AND SKILLS
LEARNING OBJECTIVE(S): The student will have an in-depth, respectful conversation with one partner about a recent reading selection through carefully listening, reacting correctly, and tailoring communication to the audience. The student will have an in-depth, respectful conversation with one partner about a recent reading selection through carefully listening, reacting correctly, and tailoring communication to the audience. In addition, the student will be able to communicate effectively with others in a variety of settings, including personal conversations, group settings, and formal lectures. This activity will help students learn how to communicate effectively, whether listening to or talking with others. This will also help them to build relationships and critical skills for modern life.
ASSESSMENT/PERFORMANCE MEASURE:
Following their discussions with their partners, students will review their notes and compose a brief written response in which they reflect on their experiences in discussing the books they chose for themselves with a peer.
MATERIALS and SETTING
What materials do you need for this lesson? What is the setting? Are students in pairs, groups, stations, floors, library, or science lab?
The setting is the classroom.
Materials needed include a Paper handout containing questions, a pencil, and paper.
The first portion of the lesson will consist of the instructor providing direct teaching, followed by students reading their independently chosen texts, working in pairs, and then working alone to write their reflections.
KEY VOCABULARY and ACADEMIC LANGUAGE
What vocabulary terms must students know to understand the concept being taught?
Vocabulary –notetaking, audience
Academic language: Guided conversation starters:
· What book did you choose?
· Which text made you decide to use it?
· What does the bulk of the book cover?
· Just who is the kind of reader who would like the book?
FOCUS ACTIVITY
What activity will students engage in that will pique their interest in the upcoming lesson? Think of this like a preview for an upcoming movie – something that ignites curiosity
After presenting a brief, humorous sequence from a cartoon movie in which two characters are nasty to one other, I will lead a class discussion about how the characters may have spoken more politely. One of you will be chosen to respectfully summarize the cartoon character's message (García, 2019).
CONNECTION TO PRIOR LEARNING
This is what you
say to students about what they have already learned and how it prepares them for what they are about to learn; review what they have learned to prepare them for the upcoming lesson.
Teachers and administrators sho.
How can I improve the class interaction with my students in English? Jc's act...Juan Reyes Jc
Students love English in the school, they enjoy doing oral presentations about their interests, they like singing or playing games, however, they don’t use English to ask requests, ask for information or express their feelings using this foreign language.
Hypothesis:
Students don’t ask questions in the English class due to the fact that they feel shy to make mistakes in front to the class and also because they don’t have the habit of speaking in the foreign language naturally.
Developing Student Reading Skills Proposal Amal AlWazir
I am sorry to bother you, I know how you are busy. I have attached the developing reading skills presentation and proposal updated. Please let me know if you have any comments..
TEACHERS of TOMORROW LESSON PLAN PROJECT FORMAT NAME .docxrhetttrevannion
TEACHERS of TOMORROW LESSON PLAN PROJECT FORMAT
NAME:
Tavonnia Evans SUBJECT:
English
STATE STANDARD:
ESSENTIAL KNOWLEDGE AND SKILLS
LEARNING OBJECTIVE(S): The student will have an in-depth, respectful conversation with one partner about a recent reading selection through carefully listening, reacting correctly, and tailoring communication to the audience. The student will have an in-depth, respectful conversation with one partner about a recent reading selection through carefully listening, reacting correctly, and tailoring communication to the audience. In addition, the student will be able to communicate effectively with others in a variety of settings, including personal conversations, group settings, and formal lectures. This activity will help students learn how to communicate effectively, whether listening to or talking with others. This will also help them to build relationships and critical skills for modern life.
ASSESSMENT/PERFORMANCE MEASURE:
Following their discussions with their partners, students will review their notes and compose a brief written response in which they reflect on their experiences in discussing the books they chose for themselves with a peer.
MATERIALS and SETTING
What materials do you need for this lesson? What is the setting? Are students in pairs, groups, stations, floors, library, or science lab?
The setting is the classroom.
Materials needed include a Paper handout containing questions, a pencil, and paper.
The first portion of the lesson will consist of the instructor providing direct teaching, followed by students reading their independently chosen texts, working in pairs, and then working alone to write their reflections.
KEY VOCABULARY and ACADEMIC LANGUAGE
What vocabulary terms must students know to understand the concept being taught?
Vocabulary –notetaking, audience
Academic language: Guided conversation starters:
· What book did you choose?
· Which text made you decide to use it?
· What does the bulk of the book cover?
· Just who is the kind of reader who would like the book?
FOCUS ACTIVITY
What activity will students engage in that will pique their interest in the upcoming lesson? Think of this like a preview for an upcoming movie – something that ignites curiosity
After presenting a brief, humorous sequence from a cartoon movie in which two characters are nasty to one other, I will lead a class discussion about how the characters may have spoken more politely. One of you will be chosen to respectfully summarize the cartoon character's message (García, 2019).
CONNECTION TO PRIOR LEARNING
This is what you
say to students about what they have already learned and how it prepares them for what they are about to learn; review what they have learned to prepare them for the upcoming lesson.
Teachers and administrators sho.
5 Simple Strategies for Working with GiftedTodd_Stanley
Strategies that work with gifted students are just good teaching and work with all children. Included are 5 specific strategies that tend to engage and challenge students.
This documents present an overview of effective teaching such as
What is effective teaching?, What are its characteristics?, What are the steps to become an effective teacher?
The following SlideShare is an introduction to personalized learning. It helps teachers make a connection to the management techniques, as described in "The CAFE" by Boushey and Moser, for guiding students in selecting and tracking progress towards goals. Elements from "Visible Learning" by John Hattie are included.
Assignment Instructional Practices for Emergent Literacy Learners.docxrock73
Assignment: Instructional Practices for Emergent Literacy Learners
Complete Part II: Write a reflection paper on your instructional lesson plan and address the following: Using APA style 2 pages. Copy of instructional lesson is paste below.
· Explain how you promoted literacy learners' strategic processing and metacognition in the reading and writing processes.
· Evaluate the effectiveness of the lesson based on specific data you collected during this lesson.
· Explain how you could have differentiated the lesson to meet the needs of literacy learners requiring additional support.
· Analyze the data to determine next steps for the student and reflect on what you might do differently next time.
Helpful Reference
Rog, L. J. (2007). Marvelous minilessons for teaching beginning writing, K–3. Newark, DE: International Reading Association.
· Chapter 1, “Developmental Stages of Writing” (pp. 1–18)
Use this chapter to guide your understanding of the developmental stages of writing instruction and how to support them in the classroom.
Ciampa, K. (2012). Reading in the digital age: Using electronic books as a teaching tool for beginning readers. Retrieved from http://files.eric.ed.gov/fulltext/EJ981797.pdf
Davidson, C. (2009). Young children’s engagement with digital texts and literacies in the home: Pressing matters for the teaching of English in early years of schooling. Retrieved from http://education.waikato.ac.nz/research/files/etpc/files/2009v8n3art3.pdf
This Copy of instructional lesson plan
Setting/Grade Level: Kindergarten
Subject(s): Reading School: California Elementary School
Date: Theme/Title:
1. PLANNING
Standards Addressed
List the standards by including the state, number of the standard(s), and a description of the standard(s).
In this study, the California Common Core State Standards which; describes the standards for all grades; are utilized. The grade level that is being addressed and referred to; is the kindergarten level, and the subject to be addressed is reading.
As explained, these standards are associated with the California state. The standards are as follows;
A). understanding print content. The students should be able to understand the organization of printed word and thus manage to follow sentences from right to left, page from top to bottom and pages from page one to the next. The students should also understand that spoken word could be; presented; through writing and that, words are separated by spaces when printed or even handwritten.
b). Phonological awareness. The students should attain an understanding of spoken word, sounds and syllables. They should thus understand aspects like rhyming of words and segmentation of syllables in words.
c). Phonics and recognition of words. Students should be able to apply grade level phonics and decode words both in isolation and in texts.
d). reading any form of reading texts with a lot of understanding the text and with a purpose (C ...
4. Differentiated instruction does not mean we are lowering standards. It means we are clear about the standards and we want all students to be successful. The end product may look different, but the learning still occurs. All students are achieving those standards.
5. We need to ensure we continue to modify for students to be successful.
6. We need to adjust teaching and our practice to take into account the results of the assessment.
9. Assessment in the classroom needs to be effective and efficient. We do not need to mark everything, we should not factor in ‘early tries’ and we need to keep our focus and purpose clear when we mark students work.
10. If we are going to test kids, then the test needs to be worth doing.
12. Fountas & Pinnell tests are worth doing: they give us an indication of where students are achieving in reading comprehension.
13. By reviewing test results, we can alter instruction to best meet student needs so progress can be made.
14. We should involve students in the assessment. Research on effective assessment explains that we need to provide effective feedback to students and students need to have active involvement in their own learning.
21. Our students are having trouble with high level questioning, we need to create environments where students are thinking higher than a literal level.
22. We are examining our assessment and belief practices because we have changing goals.
23. What are our new goals and how do we attain them?