Students should be able to, 1) determine the purpose of the reading and 2) formulate a plan and chose a reading technique. II. Determine the purpose of the reading A. If you are reading for pleasure and will not be tested or need to retain the information you read you can: 1) Skim through the material 2) Focus on basic ideas 3) Ignore minor and some major details B. If you are reading for a class assignment retention is a necessity.
When examining the relationship between Philosophy and curriculum an educator will understand that Philosophy is one of the foundations of education. An educational philosophy is the approach to education. It incorporates the values and ideals that we want to accomplish. The curriculum is the diagram that encompasses the philosophy into the objectives of the lessons. In today’s world educators worry about lacking basic skills in Reading and Mathematics that our students are having and focus more on modern technology and having our students think out of the box.
It will be assumed that you have read the text and have some introductory knowledge of the work to be covered each lesson; failure to do so may affect your progress in class. Your teacher will then teach you the concepts and show you how to do the examples in the workbook thus ensuring you have exemplars when completing additional questions from the workbook and texts. Your teacher also has all the worked answers to the additional questions in this workbook and you must check your answers when you
“The disconnect between text and reader is especially noticeable in content areas where readers must interact with highly specialized and technical language” (Vacca & Vacca, 2008, p. 348). For students to find success in a content area classroom, educators need to engage students in reading with the use of instructional strategies (Vacca & Vacca, 2008). Strategies used in content area classrooms vary with purpose. “What a teacher does before reading, during reading, and after reading (B-D-A) is crucial to active and purposeful reading” (Vacca & Vacca, 2008, p. 346). Before reading activities help students get ready to read by motivating the readers, activating prior knowledge, and introducing key vocabulary.
Garrison, C. & Ehringhaus, M. (2009, June). Formative and summative assessments in the classroom. Middle School Journal, 40(5). Retrieved June 18, 2009, from http://www.nmsa.org/Publications/WebExclusive/Assessment/tabid/1120/Default.aspx The authors begin this article by discussing what a broad term assessment is and how educators should view their own classroom tests as assessments which provide essential information about students’ achievement and where any gaps in learning may occur. Summative assessments are administered to students at certain times to find out what skills students already know and to find out those skills that they do not know.
Describe the structure of the speech. How is it appropriate for her purpose and audience? Revisions to “Non-Examples”: Reflection Questions • • How can the Patterned Way of Reading, Writing and Talking be used to support students in accessing complex texts and meeting the expectations of the Common Core? How do the concepts of multiple close readings and open-ended, text-dependent questions influence the way you think about your practice? Activity #1: Analyzing Open-Ended, Text-Dependent
Abstract The purpose of this paper is to translate my course learning into a reflective response paper on the topic of Formative Assessments inside the classroom. This paper will also seek to describe a formative assessment for a class that I am currently teaching, explain the role psychometric models would play in the creation of the identified assessment, explain the use of observational situations inside the formative assessment, and discuss expected challenges in carrying out the assessment and how they would be addressed. Formative Assessment The use of formative assessments has mainly been used to monitor and update classroom instruction. Formative assessments are informal and can also be used to provide feedback or guide the instruction based on the needs of the student, therefore it is vital to develop a system when using them. According to Sue Swaffield (2008), effective feedback should: • Focus on student learning • Focus on the task rather than the learner • Focus on process rather than the product • Focus on progress • Focus on particular qualities of the work • Advise how to improve • Encourage the student to think • Require action that is challenging yet achievable • Be specific • Avoid comparison with others • Be understandable to the student Formative assessments can vary from worksheets, quizzes, journals, diagnostic tests, and informal observation.
The role of the Learning Mentor and the strategies used in supporting English and the impact on pupils’ learning. In this paper I will firstly look at the role of the Learning Mentor and their position within the school setting, then look at the similarities with that of my role as a teaching assistant within the school setting. I will also look at English and the challenges of supporting children in learning phonics/reading and the strategies used to support them. Barriers to learning phonics and reading in my setting will also be discussed in relation to the ideas of what is believed to be good practice and these will be analysed in relation to current practices. I will finally draw conclusions from an evaluation of the above and recommendations made to improve my own professional development within the setting.
Task 1 – An initial understanding to the needs of your learners. Evaluate different methods if initial, diagnostic assessment that you might use with your learners. Which services are available for learners who need extra help & support? Initial assessments are used to measure student’s levels and skills. The results of these assessments are used to plan the support needed for individuals.
In this paper, I shall critically review an article, entitled ' Thinking the Textbook in the ESL/EFL classroom by Wang Wen-Cheng, Lin Chien-Hung and Lee Chung-Chieh.' I shall also shed a light on the issues that have been argued in the article. Additionally, I will take down some notes about the subject matter of the article from my point of view, and after I pick out the issues of the article, I will add my concern about it and how is related to me and to my students in the process of teaching English in the classroom. The authors in the article have argued that textbooks are crucially significant in the process of teaching in the classroom since it provides novice teachers with guidance in the course and it also guarantees the structure, consistency, and coherent progress in the class. They have also presented that textbooks happen learners' needs of having something to work from and use it for homework for further study.