1.
SHARED READING:
- On your Observational
Checklist, note the Essential Components that are addressed
during the first part of the shared reading activity. How does this
activity engage students who are at different levels of literacy
development? The students engage in a shared reading activity. This
activity engages them because the poem perked their interests as she tries
to make the poems exciting for them. Ms. Perez also chose a poem that had
a lot of sight words, high frequency words, rhyming words so they can all
practice. She also introduced the vowels in a systematic way for the students
who need that.
- link to check list https://drive.google.com/open?id=1z9k-4OSMgo-uuL985UIu21umgTlAsjF6
- During her explicit phonics lesson, how does Ms.
Perez support students’ problem-solving skills? She shows them how if h-o-t says hot, then o-t says ot and you can
then add a beginning sound to o-t and make another word. ( all this is
practicing the short o sound)
- Based on what you saw in the video, what are the
different ways that shared reading can be used to promote literacy? Shared reading can help students with sight, high-frequency and rhyming
words, comprehension and fluency. Just like in the video, the poem can
focus on a certain skill, like the ‘ot’ rhyme.
2.
GUIDED READING:
- Why does she think it’s important for students to
verbalize their strategies? Ms. Perez believes
that the more they verbalize the more they internalize (and then they use
those strategies).
- What else do you notice about how she helps students
build meaning in text? She covered a word (looked at the beginning
sound), so they would have to use the other words in the sentence to
figure out what the word was. They see if the word they chose would make
sense based off of context clues.
3.
DIFFERENTIATED INSTRUCTION:
- How does Ms. Perez organize her classroom to support
a wide range of learners? Ms. Perez
created different activities based off the student’s skills. While, she had
one kid practicing creating words (with a teacher), she had another two more
advanced students reading a book on a fourth grade level and she showed
them how to take notes on it. The students then created their own book
based off the information the wrote. She even showed them how they can
highlight the different parts of their notes to help them organize the information.
- How are reading and writing connected in classroom
activities? By both activities reading and writing were very
much connected. By the first activity the student listened to the word and
then wrote it and by the second activity, they actually wrote a book!
4.
ASSESSMENT:
·
How does Ms. Perez use
ongoing individual assessment to guide her instruction? How can the class
profile be used to help group students and differentiate instruction? Ms. Perez does assessments during the first two weeks of
school and then again in December. Then based off those assessments she can
decide what activities/ learning she does in her classroom to help her students
with the skills they still need. (She revisits the assessments in March and at
the end of the year.) She created a graph to mark were students should be at
each benchmark. She also walks around
during centers and sees what the children know and what they need to be working
on.
·
How can ongoing assessment
be integrated into your own classroom practice? Just like this teacher did, assessing students to see what
they know in the subject area, then marking it down to create your lesson from
or to be able to refer back at a later point is important.
No comments:
Post a Comment