Module 4 Powerpoint For Cat 250
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This unit aims to teach students the difference between uppercase and lowercase letters. The teacher will use activities, worksheets, and letter writing practice to help students learn the visual differences and proper usage of uppercase and lowercase letters in sentences. Students will be assessed at the end to check their understanding. Project-based learning will involve hands-on projects to reinforce the concepts in a visual and collaborative way. The goal is for students to be able to identify and write uppercase and lowercase letters correctly.
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GCU College of EducationLESSON PLAN TEMPLATEKindergarten Si
GCU College of Education
LESSON PLAN TEMPLATE
Kindergarten: Sight Words Guided Reading Lesson Plan
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Kindergarten
Date:
March 1, 2020
Unit/Subject:
ELA
Instructional Plan Title:
Dr. Seuss
Lesson Summary and Focus:
Students will easily read high frequency words: am, it, and the –at family.
Classroom and Student Factors/Grouping:
National/State Learning Standards:
RF.K.3.C Read common high frequency words by sight.
RF.K.3.D Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
Specific Learning Target(s)/Objectives:
Review: I can read the sight words am and it with 90% accuracy.
Review: I can write the sight words am and it with 90% accuracy.
Lesson Target: I can identify words from the –at family in my reading and writing with 80% accuracy.
Academic Language
Key vocabulary:
Word Family - The patterns in words help you read and write them. Today we are going to look at the pattern -at.
Function:
Students will demonstrate understanding by reading am, it, and –at family words within print in texts and around the room. Students will also show understanding by writing those same words.
Form:
Students will be given think time to demonstrate knowledge in classroom discussions. Students will also be able to demonstrate understanding through their writing.
Resources, Materials, Equipment:
Easel, sentence strips, markers, picture cards, pocket chart, reading books, magnet letters, pens, paper, ABC chart, individual books
Technology:
Section 2: Instructional Planning
Anticipatory Set
· This lesson builds on the introduction of the –at family. Students are aware they can make additional words using –at.
· Students will be excited to sing and rhyme identifying –at family words.
Time Needed
10 mins
Multiple Means of Representation
Small Group:
· Focus: High Frequency Word Fluency
· Word Work: Students will be given the letters a, t, i, and s. Then they will be asked to spell the words it, is, and at.
· Next, we will see how we can take the word hat and change the first letter to make new words in the –at family.
Book Intro Cat in the Hat:
· Have you ever had a really silly friend?
· Have you ever made a big mess in your house?
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· Children will then read independently with teacher listening in a round robin format.
· After reading: What was the Cat in the Hat like? What color was his hat? What was your favorite part?
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Reaching All Learners: Differentiating with Technology
1. The document discusses differentiating instruction using technology to meet the individual needs of students. It provides examples of how to use tools like webquests, blogs, videos, and graphic organizers to vary content, process, and products.
2. Formative and summative assessments are important aspects of differentiation discussed. Examples are given of using tools for pre-assessment, tracking assessment data, and student self-assessment.
3. Instructional strategies like tiered activities, learning contracts, choice boards, and RAFTs are provided to demonstrate how teachers can structure differentiated lessons.
Yoga letter lesson plan tpa and assessment
This document contains a lesson plan for a kindergarten yoga letters lesson. The 30 minute lesson will have students split into groups to make letters with their bodies while lying on the floor. The teacher will take pictures as each group forms a letter. The goal is for the students to practice letter recognition and formation in a fun, engaging activity where they work collaboratively to make letters through yoga poses. Assessment will include a picture portfolio and participation checklist to evaluate letter knowledge and group cooperation.
Spelling Bee
This newsletter discusses an upcoming spelling bee activity in the classroom. Older students from grades 5 and 6 will assist younger students for 3 weeks by listening to them read and helping with spelling difficult words. These words will be recorded in a book. After 3 weeks, a spelling bee will be held for students and parents to attend. Words in the spelling bee will come from books, spelling books, and words the students should know. The roles of students, teachers, and parents are outlined to help prepare for the spelling bee through practicing spelling words. Benefits of the spelling bee are discussed as helping to expand vocabulary and communication skills.
richwinec_st_Lesson_Plan_alphabet_tree
This lesson plan template outlines a 40-minute reading lesson for first grade students focused on practicing making words and recognizing high frequency words. The lesson involves reading the story "The Alphabet Tree" aloud, playing a sight word memory game, completing worksheets to spell and write words, and listening to an excerpt from the story to create an alphabet tree sentence. Formative assessments during the lesson check students' accuracy identifying sight words and reading, writing, and spelling practice words. The lesson aims to make connections between letters and sounds, recognize high frequency words, and identify beginning, middle and ending sounds in words.
Lesson planning
The document discusses lesson planning and its importance. It provides guidance on what to include in a lesson plan such as aims, stages of a lesson, procedures, and learning aims. It describes the different stages as warmup, contextualization, vocabulary presentation, language input, controlled practice and freer practice. It emphasizes planning aims, considering student engagement, study and activation, and including objectives, notes and feedback.
Teaching Methodology " Teaching Grammar"
This document outlines various methods for teaching grammar to students. It discusses introducing grammar concepts, discovering grammar through exercises, and practicing grammar through activities and games. Some examples provided include having students identify parts of speech in sentences, compare adjective forms, answer survey questions to practice verb tenses, and play team games to create sentences using different grammar structures. The goal is to make grammar engaging and encourage students to think about how language works.
TSU English 1 HRI
This document provides suggestions for English language activities focused on family and friends that begin with listening and speaking. The activities:
1) Start with word-level activities where students respond through gestures and words and progress to using simple sentences.
2) Are meant to help students comprehend short statements, respond in short answers, use familiar words in context, and make simple sentences and questions.
3) Include activities like guessing family relationships, identifying names that start with letters, describing relationships, textbook questions, identifying incorrect sentences, a class quiz, describing classmates, and one-word friend descriptions.
4) Suggest involving all students, using L1 when needed, observing students, and handing activities over to students in
Partial IEP and LessonStudent MarcusAge 7 years 2 months D.docx
Partial IEP and Lesson
Student: Marcus
Age: 7 years 2 months
Disability: Specific Learning Disability
Present Level of Performance:
Marcus is a second grade student who qualifies for special education services in the areas of reading comprehension and reading fluency. He struggles with decoding grade level words and is unable to correctly answer grade level reading comprehension questions related to what he has just read. When material is read to him, Marcus is able to answer comprehension questions at grade level. According to standardized testing, his current reading comprehension is at the 1.0 grade level. When given a timed test at the first grade level, Marcus is able to correctly read 30 words in two minutes. Marcus also struggles with written expression.
Marcus is able to perform at grade level in math, which is his preferred subject. Marcus appears to be somewhat reserved around his peers, and his parents would like to see him become more social.
Sample Co-Teaching Lesson Plan (Direct Instruction)
Teachers:
Subject:
ELA
Common Core State Standards:
· RF.2.3 a. Distinguish long and short vowels when reading regularly spelled one-syllable words.
Objective (Explicit):
· SWBAT decode the vowel sound short /e/ in one-syllable words.
· SWBAT to distinguish the short /e/ sound in one-syllable word within a sentence.
Evidence of Mastery (Measurable):
· Include a copy of the lesson assessment.
· Provide exemplar student responses with the level of detail you expect to see.
· Assign value to each portion of the response
See attached files
Sub-objectives, SWBAT (Sequenced from basic to complex):
· How will you review past learning and make connections to previous lessons?
· What skills and content are needed to ultimately master this lesson objective?
· How is this objective relevant to students, their lives, and/or the real world?
- SWBAT sound out words phonically.
- SWBAT differentiate between different phonemes.
Key vocabulary:
Short /e/ sound
Long /e/ sound
Ben, Ted, let, bed, red, get, tell, then, left, fell, yells, pet, Jen, net, nest, tent, wet, web.
Materials:
Short /e/ Vocabulary list
Short /e/ paragraph
Short /e/ Book Jen
Short /e/ Word Search worksheet
Opening (state objectives, connect to previous learning, and make relevant to real life)
· How will you activate student interest?
· How will you connect to past learning?
· How will you present the objective in an engaging and student-friendly way?
· How will you communicate its importance and make the content relevant to your students?
The teacher will start a conversation with the student, asking the student what the different sounds the different vowels make. Teacher will then lead into conversation about the e sound and it makes two different sounds. Teacher will tell the student that today's objective is to work on the short /e/ sound. Teacher will review the short and long e sound with student, teacher will ask student about learning it in the past. (How did y.
Reading to Learn
This document discusses strategies for teaching vocabulary, fluency, and text comprehension to students. It covers using graphic organizers to show word relationships, teaching morphology like prefixes and suffixes, using context clues, and activities to reinforce word types like synonyms and homophones. Fluency strategies include echo reading, repeated reading, and correcting miscues. Comprehension techniques involve preparing students with activities like K-W-L charts, using organizational structures, teaching elaborative structures like inference, and questioning.
Program analysis project part b
The writing component of the Reading Recovery program is designed to help struggling readers build skills in several key areas over the course of a 10-minute session each day. Students work on eliciting and composing stories with teacher guidance, practicing unknown words, and analyzing letter sounds. Multiple informal assessments are embedded in activities like using sound boxes and tracking vocabulary growth. The goal is to enhance students' reading abilities by fostering careful analysis of print and coordination of eye and hand movements during the writing process.
Stretch and challenge cpd
The document provides information on developing a 15-minute lesson plan to challenge a group of students with varying cycling abilities, from those who have never ridden a bike to those who can ride a few meters. It discusses the importance of providing an appropriate level of challenge for all students to avoid boredom or anxiety. Various challenge cards are proposed that students can use to direct their own learning of French grammar structures at different levels, with examples of tasks for different cards related to topics like using opinions, adverbs, linking words, tenses (past, conditional, future), irregular verbs, and paragraphs.
12 ESL Activities for the Classroom
Activities and warm-up games that will encourage English as a Second Language (ESL) students to speak.
Speaking and Listening activities with a few reading and writing components thrown in.
These activities will help ESL students improve their speaking and listening skills.
presentacion de profesorado de ingles
This document outlines a lesson plan for a 1st year English class at EPIE Almirante Guillermo Brown. The class has 20 students between pre-intermediate and intermediate levels. They will practice speaking skills through an interview project where students develop questions to ask another class and record the conversation. Students will then write a paragraph about the interviewee using the web tool Glogster. The teacher will evaluate students on fluency, pronunciation, involvement and other criteria during both the speaking and writing portions. Students will also keep blogs to self-reflect on their progress, and the teacher will take notes on individual students in a personal journal.
The direct method by beny i.n. nadeak, s.pd
The Direct Method
The Direct Method has one very basic rule: No translation is allowed. In fact, the Direct Method receives its name from the fact that meaning is to be conveyed directly in the target language through the use of demonstration and visual aids, with no resource to the students’ native language (Diller 1978).
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GCU College of EducationLESSON PLAN TEMPLATEKindergarten Si
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