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Seven pillars of effective reading instruction
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Identify the different observation methods that can be used in observing children
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Classroom Observation INTRODUCTION
I attended a second grade class at Smallville Elementary on February 22, 2014; the class began promptly at 0855. There are 26 children in this second grade class. There are 15 male students and 11 female students. The student diversity is 2 Hispanics, 1 African-American, 1 East Indian, and 1 New Zealander (White but with an extreme accent). Three children were left-handed.
OVERVIEW
Two days a week in the morning, the children participate in a reading and writing block called “literacy and writing workshop.” The classroom is organized into five different levels with one group having one extra person; the levels are based on scoring of reading assessments. The groups are rotated so that each may spend 15 minutes cycles with either the teacher or Para-educator. The groups not with an instructor were to work on the “Daily-5” (explanation later) until their scheduled lesson. After the students finish their lesson, they are to fill the remainder of the workshop time working on “Daily-5.” This workshop is part of a regular routine. The students understand that after a reading a story with the teacher, they are verbally given a writing assignment. The assignment is usually to write a five sentence paragraph and color a picture related to the reading.
READING ASSIGNMENT
I observed Mrs. Rammond begin at 0915 with a group of five boys. It is a reading group that struggles with pronunciation and comprehension. The group individually takes turns reading a paragraph from a short story. The story is always 12 paragraphs long and has pictures tha...
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...NCLUSIONS
The writing class session I observed is a packaged program in which the students have been participating in for 5 months. They all know the routine of the reading and writing workshop and understand “the Daily 5.” The student’s movements are purposeful and there is little time wasted in transitions. The books used by students become more complicated as the students ability strengthens. At the end of the workshop, Mrs. Rammond praised those students who used their time efficiently during “the Daily 5.” She spoke directly to the students who wrote in their journals and asked them to share their entries. The students learned some new trivia about insects, practiced writing and then had some time for art.
BIBLIOGRAPHY
Boushey, G., & Moser, J. (2006). The Daily 5: Fostering Literacy Independence in the Elementary Grades. Portland: Stenhouse Publishers.
Anne Hutchinson was a remarkable colonial woman who first came to Massachusetts in the fall of 1634. She is less remembered for her contributions in the new world as a wife, mother of fourteen, and midwife to many than for her eventual trial and banishment from the Massachusetts Bay Colony. I was interested in writing a paper on a colonial woman and chose Anne Hutchinson after a "Google" search turned up a very good review on a recent book about her life. I have been intrigued by the fact that the Puritans came to America to practice their religion freely, yet allowed no freedom to question their doctrine. The book, American Jezebel: The Uncommon Life of Anne Hutchinson, the Woman Who Defied the Puritans, is an excellent examination of this lack of religious freedom and the life of a woman that intersects it.
Experts believe that writing workshops are an excellent way to get elementary school children interested in writing and setting the stage for a lifelong joy of writing. Lucy Calkins developed Writer’s Workshop which was based on many positions taken by her mentor Donald Graves (Feinberg 2). She identified six major components of the Writer’s Workshop, which make it so successful. The six components are: predictable structure, free choice, useful mini-lessons, daily independent writing time, conferencing with teachers and peers and modeling good writing.
According to Diaz (2008), the results from the study showed that the images from the new 3D technology were far clearer and more defined when compared to the US-A traditional device. In muscle contusions and lesions of the tendons, the definitions of hemorrhaged areas increased dramatically. The images from the chronic ligament injuries showed where the scar tissue had formed and provided a better visualization of the damaged tissue. Finally, the new US-B system allowed the ultrasound specialist to see the contents of the bursa sac and thickness of the walls more clearly.
“The faint figure behind seemed to shake the pattern, just as if she wanted to get out.” The woman had started seeing another female in the wallpaper, imprisoned behind bars and shaking the paper to be freed. The wallpaper began depreciating, and so did the conquering influence that male hierarchy forced on women. Women arose to reason out of line, be conscious of their overthrow, and conflict patriarchal statute. The development of the yellow wallpaper and the narrator, within the story, indicates to a triumph over John.
Smith suggests that Anne Hutchinson rally for change clashes with an intolerant leadership promoting rigid adherence to authority. In New England, Hutchinson was from an elite neighborhood. She had expertise in healing and childbirth. As such, she was an important resource among the female population and afforded her some degree of power. Hutchinson migrated to the new world. Her story is about the intolerance of women.
The yellow wallpaper is a symbol of oppression in a woman who felt her duties were limited as a wife and mother. The wallpaper shows a sign of female imprisonment. Since the wallpaper is always near her, the narrator begins to analyze the reasoning behind it. Over time, she begins to realize someone is behind the wallpaper that is trapped and is struggling to come through it(Gilman). After the fact, she believes she is also trapped along with the figure behind the wallpaper. The narrator claims her husband John, whom sees his wife as a “little girl”, has trapped her inside the wallpaper also(Gilman). When the narrator tears the wallpaper down, she concludes the wallpaper was the oppression of masculine sunlight and has given her a new identity. As the woman inside of the wallpaper crawled around, the narrator must crawl around her room because the result of “feminist uprising(Feldstein).”
The short story titled, “The Yellow Wallpaper” is given its name for no other reason than the disturbing yellow wallpaper that the narrator comes to hate so much; it also plays as a significant symbol in the story. The wallpaper itself can represent many various ideas and circumstances, and among them, the sense of feeling trapped, the impulse of creativity gone awry, and what was supposed to be a simple distraction transfigures into an unhealthy obsession. By examining the continuous references to the yellow wallpaper itself, one can begin to notice how their frequency develops the plot throughout the course of the story. As well as giving the reader an understanding as to why the wallpaper is a more adequate and appropriate symbol to represent the lady’s confinement and the deterioration of her mental and emotional health. In Charlotte Perkins Gilman’s “The Yellow Wallpaper”, the color of the wallpaper symbolizes the internal and external conflicts of the narrator that reflect the expectations and treatment of the narrator, as well as represent the sense of being controlled in addition to the feeling of being trapped.
The first strategy of found with the chapter is “Say it, Write it”,” this strategy is used in a grade Kindergarten and 1st grade in addition to 3rd cursive handwriting. The teacher will provide each student with a dry erase board and marker for the activity. The teacher will say the letter she wants the students to write and then demonstrate by writing the letter on their own dry erase board. The teacher will then hide the demonstration and tell the students to “write it” in 10 seconds. When the time is up, the teacher will make note of the students who was unable to write the letter. The teacher will advise the student to erase the letter and rewrite it with only 7 seconds, they will complete this practice within 5 seconds until they get to 2 seconds to which they are to show legible handwriting. As mention before, the student I am working with struggles with legible handwriting, therefore this strategy will be used a as practice for the student to build her writing
The State of Arizona is vast with many different landscapes, weather patterns, temperatures, and wonders. With Arizona, you can easily experience any climate from around the world in just a few hours drive.
Cultural intelligence (CQ) is defined as an individual’s capability to adapt and function in situations that involves new cultural setting. CQ is regarded a useful tool as it can allow an individual to work in effectively multi-cultural settings. An individual can develop CQ competencies through personal experiences such as travelling/studying abroad, working in a firm that is established from a culture different from their own and also studying the many ways people of different cultures function.
While I believe every child is a reader, I do not believe every child will be enthralled with reading all the time. All students have the capability to read and enjoy reading, but just like any other hobby, interest will vary from student to student. The students in my classroom will be encouraged in their reading, be provided with choice, taught how books can take you into another world but, my students will not be forced to read. This paper will illustrate my philosophy of reading through the theories I relate to, the way I want to implement reading and writing curriculum, and the methods I will use motivate my students to read and help them become literate.
Jones, Jill, and Jill East. "Empowering primary writers through daily journal writing." Journal of Research in Childhood Education 24.2 (2010): 112+. General OneFile. Web. 22 Feb. 2011.
In electing to observe a kindergarten class, I was hoping to see ‘real world’ examples of the social development, personality types and cognitive variation found within the beginning stages of “Middle Childhood” as discussed within our text.
For my observation experience I went to Southern High School in Harwood, MD. Southern High School has a special education department for the students with disabilities. The teacher that I met with for this classroom observation was Ms. West. In the classroom there were at least four assistant teachers that helped Ms. West throughout the school day. The assistant teachers helped Ms. West co- teach the class and were there to help the students if they needed extra help. The school also has a couple of student aides that come in to help the teachers and the students in the classroom. There were at least twelve students in the classroom. The students in the class had many different exceptionalities such as learning disabilities, Down syndrome,
The students that I observed in the classroom were of middle to high school. I went to see 8th, freshman, 10th , and seniors classes, they seemed excited and very curious to why I was there. The middle school was more alive and rambunctious while I observed them. The High school kids were more relaxed, more comical. Some were paying attention while others seemed tuned out to the lecture or involved in socialization with friends within the class. By the end of the class Mr. Hasgil had restored the attention of everyone by using tactics such as history jeopardy with candy as the prize with the high school kids. In both he middle school and high school the kids were mostly Caucasian with a mixture of black, Asian , and Hispanic in the classes.