Strategies For Constructing Meaning Reading and Writing Strategy #1 K-W-L Technique In this activity the students will think of what they are going to read and their knowledge of the subject before reading. Each student writes on a sheet of paper what he or she wants to learn from the reading. Students read the lesson silently and write what they have learned after they read. Assessment: Students reads & explains their K-W-L chart to the class Strategy #2 Create Graphic Organizers In this activity the teacher should choose the graphic organizer. One very basic and useful organizer is the Venn Diagram.
Whole class – students discuss and debate document analysis. 3. Individual – students produce analytic essay responding to inquiry question. How will you assess what student learned during this lesson? – Student essays will be assessed for accurate representation of prior learning and primary source analysis.
Peer editing ensues, including a feedback sheet tailored specifically for the assignment for students to fill out for the author’s benefit, leading to a revised typed final draft. The teacher is available throughout the process for further personal consultation. Essay, Poem, and Visual Text analysis Students read many brief essays and shorter pieces of writing in this course. Poems are included to detect and measure style, tone, and meaning. Visual text is included in the form of editorial cartoons and photos as well.
Second, is the Text meaning maker, this allows the student to ask what does the text mean to me? Third part of the model is Text user who asks, What do I do with this text? And finally, Text analyst which is where students are asked what does the text do to me? This essay will outline in greater detail only two of the four models, those being Text code breaker and Text user. This essay will look at these models and how they can be used in a classroom situation to assist students’ learning.
CALENDAR NOTE: Readings must be read prior to the class period for which they are assigned. Writing assignments are due on the date indicated. "RW" refers to the Rules for Writers and “BB” to course Blackboard site. You are responsible for bringing your textbook and/or copies of the Blackboard readings with you to class. Be sure to bring a copy of the most recent draft of the latest essay with you to every class for in-class peer review/revision work.
Next, the teacher will hand out the math notes, so the students can follow along. Having math notes that students can keep in a binder and refer back to is real helpful in math. Next the teacher will ask the students to think about how many problems are on their normal math test, this number will be the bottom of the fraction. Then the teacher will ask the students for a number to put in the numerator place. Now that we have a fraction the teacher will show them how to find the percent by making an equivalent fraction.
Blueprints 2, Houghton Mifflin Company, 2003. Grading: Grades will be determined by the following combination: • Class Participation (20%): attending class regularly, completing homework and all other assignments on time, speaking about the daily subject, listening carefully to others, and cooperating in class activities • Homework (20%): Homework may or may not be collected and graded and will generally be reviewed during the following class session • Grammar quizzes (20%): Quizzes will be given approximately every other week. Each quiz will be mostly about new grammar, but some questions will cover grammar we studied earlier. • Weekly writing assignments (20%): Writing assignments will be given throughout the course according to the various styles being taught at that moment. • A final writing exam (10%) • A final grammar exam (10%) A 70 or above is a passing score.
They necessitate dissimilar skills and teaching methods. Another solution is to construct reading activities so that there is a before, during and after stages of reading knowledge. Expository text comprises the greater part of what we read which includes essays, directions, documents, journals, magazine and newspaper articles, and other things. Students need to familiarize themselves with how these texts work and what to do when they start reading these types of texts. Chris Street wrote an original research article, “Expository Text and Middle School Students: Some Lessons Learned”, and tells us that middle school students face difficulty reading expository texts because they were not taught how to read in this fashion while in elementary school.
The student that has a calculator always keeps it on top of his table, and the paraprofessional is constantly reminding him to use it. The students who have answers recorder sit at the same table; they are also next to a computer station where they can type their responses and print them out. The set of twins are seated away from each other to promote individualism. The students always receive modifications during instructions and for homework. The paraprofessional and special education teacher send examples of what the students are learning.
Each student will be required to present their genogram to the class on poster board measuring no less than 22” x 28” to use as a visual aide. The student should expect to answer questions from the class and share their thoughts about their family and the influence members and their respective environments have had on each other over the course of several generations. Each student is required to write the report and complete a genogram and present it to the class. For the class presentation, you may complete an additional