Anisha Spellman Benchmark Assessment: Language Arts Unit Plan Grand Canyon University: EED-525 November 27, 2013 “Learning to read and reading to learn” is a quote that one of the schools in my district uses to help motivate reading in all students and their families. I believe reading is an important aspect of all lives. What exactly would the world be like without the reading? It is crucial that we teach this to all of the little children while they are young and trying to learn. The more they practice and the more teachers and parents instill this in their minds, the better they will become.
During the story the teacher can stop and have the children make text to self connections, also the teacher can stop at purposeful moments to emphasize story elements, asking guiding questions or focus questions. All of these techniques will help keep the children engaged in the reading and also it will allow the teacher to see which students have a good understanding and which students may need a little more help or practice. Another significant part of the Balanced Literacy program is the Writer’s Workshop. The Writer's Workshop is a teaching technique that invites students to write by making the process a meaningful part of the classroom curriculum. Writing is an expected activity on a daily basis.
• Training in various listening skills includes interpreting the main idea, listening for detail, and inferencing. • Emphasis on vocabulary development helps students become familiar with new words and work out the meanings of new words from context. • Extensive speaking activities in each review chapter help prepare students for the production aspects of the new TOEIC and TOEFL exams. • Each unit is thematically linked to the corresponding unit of People, Places, and Things Reading which gives teachers the option of combining Reading and
This includes; * Identifying individual learning needs via one to ones or through observations. * Create a specific outline of intended learning outcomes for pupils, which is also inform by the curriculum requirements set for pupils at their age, level. 2 * Preparing the learning activity by discussing and during research to understand subject matter. * Observing and recording pupil responses to materials presented to them and logging it down in there IEP (Individual Educational Plan) * Evaluate the learning activities and identify future learning needs by having a short feedback on the pupils responses to the activity. Daily discussions with the teacher on the
Learning Activities Page heading The following learning activities are designed to further develop your mastery of the learning objectives identified within this learning plan. Completing the following activities will further enrich your experience with the concepts and theories presented in this course. Start Course Content Learning Plan 1 _____1. Spend some time looking over your textbook and become familiar with the content. Reflect on your own communication skills as you explore the different topics in your textbook.
Teachers will design an independent reading program and approve selections from the literature study to foster this development. Student choice of reading material should be allowed to ensure student interest and engagement. Class time should be dedicated to teaching strategies that allow students to grow as independent readers, both silently and orally. In addition, the teacher should emphasize the thought process involved in the act of reading and should lead students to think and reason about their selections through various activities. This program will be especially important if students are reluctant readers or are not accustomed to reading independently for sustained periods of time.
Pierce NCREL, Oak Brook, 1990 New Learning and Thinking Curricula Require Collaboration In Guidebook 1, we explored a "new" vision of learning and suggested four characteristics of successful learners: They are knowledgeable, self-determined strategic, and empathetic thinkers. Research indicates successful learning also involves an interaction of the learner, the materials, the teacher, and the context. Applying this research, new guidelines in the major content areas stress thinking. Guidebook 2 describes these new guidelines and provides four characteristics of "a thinking curriculum" that cut across content areas. The chief characteristic of a thinking curriculum is the dual agenda of content and process for all students.
I believe that teaching reading and writing begins with helping children want the life of a reader and writer. In order to accomplish this goal of developing lifelong readers and writers, I believe it is my responsibility to keep learning about proven research-based literacy programs. I believe that even in Tier I literacy instruction the teacher has the responsibility to differentiate instruction so that the vast array of learning styles and abilities present in the classroom will be nurtured. I believe that the most important part of literacy instruction, whether it be reading or writing, is communication. In reading, the communication is accomplished with strong comprehension skills that involve active participation of the reader as he interacts with the author to create meaning for himself.
Unit Number: 2 Handout: Sample completed learning journal with level 4 guidance Form 10 Reflective Learning Journal This form should be used to record your reflections as you progress through your qualification. You should link your reflections to reading, principles, theories and professional values, as relevant. |Analysis of challenges that I faced in unit/task: Roles and Responsibilities of the teacher. | |Through this session I gained a better understanding of how a myriad of areas, big and small, need to come together to produce a | |teaching structure in which all students can gain the greatest benefits from the subject on offer. Also, that even though | |preparation and planning are key in delivering a well structured and interesting lesson, efforts in this area are wasted if I am | |unable to connect with my students.
Therefore, it is imperative that in the learning process, individuals are well equipped with the appropriate learning preference in order to allow more efficiency and help eliminate exhaustion of needed time for learning. The V.A.R.K analysis tool is ideal in identifying learning styles and will equip the student with the necessary strategies to gain success in academics. After participating in the V.A.R.K, I come to agree with the results of my learning style as a ‘Read-Write Learner’. In the age of internet, text messaging, and e-college, I consider my strength in learn at best when I have a hardcopy textbook in hand. Throughout elementary, high school and even college, learning by investing hours reading a textbook, dictionary, handouts, magazines allows my mind to imagine and explore the topic of study as opposed to the convenience of a web-browser.