Week six assignment three

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Enjoy

Week Six assignment One

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Week five All three assignments

WWhat surprised or interested you? The way she was able to make this storytelling so interesting and include so many diffrent skills in her lesson.

b.  What did you find that affirmed what you already knew or had been doing?

c.  What new approaches or ideas will you try? I will try to copy several approaches from this video.  I would try to  tell the stories the way she did and include the vocabulary into my story.

d.  What questions do you have? none

e.  After watching the video, do you think differently about classroom practices you observed through field experience?Yes

https://nyitonline.nyit.edu/courses/1/EDLI_635-FTT1-2019SP-S/db/_2079180_1/Week%205%20Assignment%201.pdf

Running Record 

Mini lesson

 I did my mini lesson on nine years old Benjamin. He read his words correctly however the way he read was choppy and without expression.

This lesson is to try to teach Ben how to read fluently.

I would do read out loud daily to demonstrate to the students how to read clearly.

Then I would do choral reading. I would hand out a poem or a short paragraph and read it in unison.

 Then I would hand out a paper of  with all different type of  sentences. I would read it out loud to the class and have the class repeat after me. This way I am demonstrating the different way to read different sentences.

 I would also do paired reading.  I would pair the students ant have them take turns reading to each other.

To assess the students, I would have them read out loud to me when we read stories in  class.

Common Core Standards

CCSS.ELA-LITERACY.RF.4.4
Read with sufficient accuracy and fluency to support comprehension.

CCSS.ELA-LITERACY.RF.4.4.B
Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

week 4 assignment 2

The student that I did my running record was an above level reader.
She read very fluently, pronouncing all words right. She read faster then I could even mark!
She read with expression showing that she understood what was going on the paragraph.
She showed no weaknesses.
I was very impressed!!

Week 4 Assignment 1

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Week Three Assignment One

Shared Reading

1.        Oral Read- models fluent and expressive reading

Phonological awareness-the students hear the correct way  to pronounces  words

Vocabulary-reading books above their level builds their vocabulary’

Word Identification- they practice reading the pronunciation of words

Comprehension- discussing the story with the class  

 Composition-discussing the story with the students

Fluency- when the students read along with the students, they catch on to the teacher fluency

2.     By practicing phonics the students must use problem solving skill. The teacher keeps changing the beginning letters and adding all different blends. The students use their knowledge of the sounds of letter and blends to form other words.  If this words says “ot” then if you put a” d “ in front then this word says dot.

3.  Shared reading is very beneficial for the students in many ways. They learn new words such as sight words and high frequency words that they would not be able to learn on their own. From the shared reading the student’s  learn phonic skills.  

Guided Reading

 Mrs.  Perez encourages her students to verbalize their strategies of how they figured out how to pronounce the words.  The more the students verbalized their strategies the more it gets internalize the more the kids realize what they are doing.

 She uses masking to gets the students thinking about the text. By covering the word in a sentence, she really helps her students build meaning in the text.  Having different strategies to rely helps the students understand what is going on in the story and to build their comprehension of   every word in the text.

She also helps the students by picking the appropriate text for each child.  She chooses text that will really help the child improve their reading.

Differentiated instruction

The making word activity works for a lot of types of words and for all different type of learners.   The students sound out the words that is beneficial for the auditory learners and she also had the letter in front of them which is good for the visual learners,

The students wrote notes on the important part of books. They read the book and highlighted what they think is an important category, They write down the main details this helps them build their reading and writing skills.

Assessment

 Mrs. Perez uses her assessments to see where here students are holding and how to plan her lesson. She revisits the assessments twice, in the middle of the year and the end, to see how much they have  learnt.

In my classroom I would like to use the graph that Mrs. Perez created. I think it is a very clear way to see where each child is holding and where they should be holding compared to the rest of the class. When I teach I will try to assess each child by walking around the classroom during individual work time or during groups and work with a student to see where he/ she is holding

Week 2 Assignment 3

I think Carolyn Wilhelm’s lesson is fun and enjoyable and at the same time  extremely  beneficial for the students in many ways. Firstly, I like the way the students are involved in the lesson. She does not just teach, and the students sit there and listen rather she encourages her students to get involved.  She makes the student create poems which they perform in front of all their friends. I believe this brings out many important skills in the students. I also like the way she encourages her students to learn new words by using the found poem. This allows the students to really understand the difficult words and phrases by applying the words into a poem. If I was the teacher of this class, I would have each student work on their own  to know where each students individually is holding. I do like when student work together but in this case, I think it would be more beneficial for the students to create their own poem and preform on their own so I can know where my students stand in their skills and where I have to help them to improve.

Week 2 Assignment 2

Reflection on the Video

Shelia Owen teaches a diverse group of second graders. Students who come from different backgrounds. Some students arrive at school with a vast vocabulary and other come with very minimum previous knowledge. Shelia develops her classroom around the needs of each individual student. In her classroom there is daily routine of read out loud, shared reading, guided reading and independent reading. This allow the student to experience less and less of the help of the teacher and be able to do more by themselves. Read out loud is all the teacher’s role. Reading books that are above their level. This stimulates discussion and model’s language. Then goes to shared reading where the role of the teacher decreases and the role of the student increase. By guided reading the teacher is there to guide them but the students do much of the work of their own. The teacher is still there to support them and scaffold, but they are really starting to do the work on their own. By the time they reach independent reading the students do all the work and the teacher is just there watching them. Shelia also does two writing activities daily. Interactive writing which allows the student to create text together that they have discussed and then there is also independent writing where the student get to express themselves. At the end of the video Shelia states that she wants her students to learn not because its school and they must rather because they love to read and enjoy reading themselves.  As a teacher I think this is a very important that are students shouldn’t just learn because they have to rather, they should internalize a love for the subject and want to do it on their own.

Week 2 Assignment 1

ELA instruction is composed of five important parts. Reading, writing, speaking, listening, and language.

 Reading- is the comprehension of the text. Students should read and be able to make connections between texts and use text  to prove ideas.

Writing-Teachers can understand student’s comprehension through their writings. Some writing skills are planning, revising, editing, publishing.

Speaking and Listening -Students use oral communication and interpersonal skills. Students work together to speak about their ideas and listen carefully to their classmates ideas. Students can work together to communicate what they understood this  enhances their oral and visual skill.

Language- The vocabulary of the words. The understanding of the words and phrases.