When it comes to reading whether it is for pleasurable or learning students should understand what they are reading. During my Gen 105 class we discuss how the Sq3r can help students comprehend what they have read. The SQ3R is a technique used to develop reader from passive to active readers. Sq3R stands for survey, questions, reading, reciting and reviewing. Surveying is the first stage this is when a student picks up a book to determine if they would like to read it.
Second, have the students write down a few of the challenging words | | |they may struggle with in the story. Third, the students write the words on their personal dry-erase boards. | | |Fourth, recite them after the teacher says them. Then, the Teacher reads aloud the story “A chair for my | | |mother" by Vera B. Williams. Review the most frequently used words after reading the story.
Standards: o Language Arts-Writing: Uses the general skills and strategies of the writing process; Uses the stylistic and rhetorical aspects of writing o Language Arts-Viewing: Uses viewing skills and strategies to understand and interpret visual media o Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes. o Students use spoken, written and visual language to accomplish their own purpose 4. Procedures and Activities: guided practice Before we get started we will discuss the writing process: Prewriting Drafting Kerns page 8 Lesson Plans Revising Editing
This leads many students to assume that their audience is already familiar with most of the material. As a result, student writers often take shortcuts by failing to place information within its context, or by neglecting to define terms. Writing this way puts you at risk of providing insufficient information; when grading the essay the instructor is likely to assume that you are not familiar with the context or terms. One way to overcome this problem is to write your paper so that a general reader unfamiliar with the topic would be able to read and understand
Submit your interview questions and answers as well as a brief summary of the session. Be sure to ask probing and follow-up questions. Your interview questions must follow the themes/objectives for our course. You will need to include questions related to: Picture Books, Reading Aloud, Literary Awards, Censored Books, Multicultural Literature, Trends in Children’s Literature and any additional questions that you feel would be relevant. What was your overall impression of this individual?
Part B: Developing essay writing skills. To prepare for this essay I began by copying down the question a few times before I started my note taking. In the guidance booklet I also highlighted what I thought were key points from the guidance notes. By making a table of the difficulties and rewards, I formed the basis of my paragraphs. When I came across anything I thought was relevant in the textbooks I stuck post-it notes around my desk stating briefly what it was and where I found it.
She should use this resource to have these ELL students assist those who are struggling but can relate to the similar cultural attributes. 2.What strategies can she use on the first day of class to help determine the interests of the students in her classroom? Determining the interests of the students can be done by the teacher using question and answer sessions that incorporate students likes and dislikes into the discussion. She can use surveys and other assessment tools to give to students asking them about what they find interesting in regard to their interest in school as well as life in general. The focus should be on determining the students studying habits and learning styles to develop the most astute lesson plans that can cater to the student interests to facilitate a learning environment that gives students the most optimal chance at success 3.How can she include aspects of her students' language and culture in her plans for the school
Stimulate thinking. Referral to timeline History Wall in the class made by the students. Ask questions to inform journal writing. | Teacher Introduction to lesson activity.Student Handouts given.Student to read last instalment of Pioneering Pommies of 1910. P38.Ask students to come and ask questions if needed.
They read the quote out and stick it on the board in the place they choose. They have to read it aloud and allow students adequate time to copy it down. They have to explain why they have chosen to attach it to ‘Darkness’, ‘Light’ or if they have placed it in-between. Then they must manage a response to the interpretation of the quote (prompts are used underneath the quotes themselves). This means that they ask the class and as students put their hands up; they take ideas and record them on the board.
The opposite learning styles, involving listening and verbal skills, are more difficult for me. I would much rather learn how something works by using it than by listening to someone tell me how it works. When any of my teachers stand in front of the classroom and just reads form the text book. This type of teaching is my kryptonite, the words just pass right through me. To help me my learning process in class's like that i need to recreate the lectured material using my own visual tools and adapt my teacher's preferred teaching methods to my preferred learning styles.