Week 7 - Assignment #1 (reprise)

•What texts and materials do teachers have in their classrooms that support students' development of fluent reading? Running Record-like exercise books, a television for children's viewing, and letter blocks to name a few. They also have letter boxes, reading exercises, and video exercises for the kids to watch and learn. 

• How do they select vocabulary to teach in all areas of your curriculum? Through the set agenda the teacher already lays out for the class before it begins. 

- How much time do they allocate to word study? At least 20 minutes. 

      The instructor began to teach kids how to read and spell new words as part the teachers lesson for the day.

• What word study routines do they teach and encourage their students to use? The teacher has her students engage in making words out of letter blocks as a way of learning. 

• How do they differentiate instruction and tasks based on their students' needs? Teacher had students watch entertaining/educational tapes as a way to stimulate their want for learning. The way the teacher worked with the kids inspired them to want to learn just so they can impress the teacher even if they ended up making mistakes.

                                           Learning Lesson

Candidate’s Name: Earl Holder

Grade Level: 1st Grade

Title of the lesson: Word study and fluency chart

Length of the lesson: 20 minutes

Central focus of the lesson (The central focus should align with the CCSS/content standards and support students to develop an essential literacy strategy and requisite skills for comprehending or composing texts in meaningful contexts) Key questions:  -what do you want your students to learn? To read with clarity with less mistakes -what are the important understandings and core concepts you want students to develop --- -within the learning segment? How to read at a more steady pace, how to memorize and recant what they've read as a way to strengthen their cognitive abilities

Knowledge of students to inform teaching (prior knowledge/prerequisite skills and personal/cultural/community assets) Key questions: ·         What do students know? How to pronounce words more clearly ·         What can they do? Read more efficiently ·         What are they learning to do? Become better readers ·         What do you know about your students’ everyday experiences, cultural backgrounds and practices, and interests? Enough to determine either why they are able to keep up or why they are falling behind

Common Core State Standards (List the number and text of the standard. If only a portion of a standard is being addressed, then only list the relevant part[s].) Common Core Learning Standards for ELA and Literacy) CCSS.ELA-LITERACY.RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson.

Support literacy development through language (academic language) ·         Identify one language function (i.e. analyze, argue, categorize, compare/contrast, describe, explain, interpret, predict, question, retell, summarize or another one appropriate for your learning segment) ·         Identify a key learning task from your plans that provide students opportunities to practice using the language function. ·         Describe language demands (written or oral) students need to understand and/or use       ·         The students reading speed level is average ·           ·         A key learning task would be for the student to comprehend what he or she is reading ·           ·           ·           ·         To properly sound out what you can not understand when it comes to reading out the words

Learning objectives 1. It allows the student to see where they went wrong and correct their mistakes   2. Be patient with the student as they will make mistakes from time to time 3. Will keep track of their progress

Formal and informal assessment (including type[s] of assessment and what is being assessed) -It allows the student to see where they went wrong and correct their mistakes

Instructional procedure: Instructional strategies and learning tasks (including what you and the students will be doing) that support diverse student needs. Your design should be based on the following: ·         Having the students read the passage at their own pace ·         Correct any mistakes the student may make along the way ·         Ask the student what the reading passage was all about to make sure they have a good sense of reading comprehension

Instructional resources and materials used to engage students in learning. http://www.superteacherworksheets.com/pinterest/images/black-cat-tan-cat.jpg

Reflection ·         Did your instruction support learning for the whole class and the students who need great support or challenge? No, it was only done for one person at the time ·         What changes would you make to support better student learning of the central focus? Include the entire class on the reading exercise instead of just one student ·         Why do you think these changes would improve student learning? Support your explanation from evidence of research and/or theory. To get an idea on how students learn collectively speaking and theorize what needs to be fine tuned from there in order to improve children learning.