Today we discussed reading rate, student and teacher directed read alouds (by students), reading aloud to students, reading comprehension strategies, and writing strategies (courtesy of Allison Deno) including four square writing to teach both narrative and expository writing as well as accountable talk.
In addition, we practiced reading strategies during five fantastic presentations.
Choose one topic you learned about today and describe how you will apply what you learned to FUTURE groups of students.
Thursday, July 28, 2011
Wednesday, July 27, 2011
Day Three Reflection
Congratulations on making it through hump-day! Please post an Internet resource that you find valuable and a brief summary of the resource (2-3 sentences). The resource can be related to professional development or classroom activities.
Example:
Kelly Gallagher - Building Deeper Readers and Writers
http://www.kellygallagher.org/
Today I showed you a professional resource: "Teaching Adolescent Writers" by Kelly Gallagher. His website lists other helpful books he has written such as "Readicide" which provides lesson ideas for teaching reluctant readers. I like the resources link on this website that connects the user to his picks for "article of the week" for students and "food for thought," contemporary issues in education.
Example:
Kelly Gallagher - Building Deeper Readers and Writers
http://www.kellygallagher.org/
Today I showed you a professional resource: "Teaching Adolescent Writers" by Kelly Gallagher. His website lists other helpful books he has written such as "Readicide" which provides lesson ideas for teaching reluctant readers. I like the resources link on this website that connects the user to his picks for "article of the week" for students and "food for thought," contemporary issues in education.
Tuesday, July 26, 2011
Day Two Reflection
1)
Write your content and language objectives for your lesson on Thursday or Friday. These will not be set in stone - you can change them, tweak them, narrow them or broaden them as you develop your lesson. Remember:
-a content objective tells what you want students to know and do. For example: Students will read the short story "I Hate Homework" and write about how they relate or don't relate to the main character.
-a language objective tells how students will access the content. For example: Students will learn the vocabulary words: "Book Report" and "Despise". Another example: Students will use the writing structure: "I am similar to the character because..." and "I am different from the character because..."
2) How will you assess your objectives?
3) Why is it important to only assess your objectives?
Write your content and language objectives for your lesson on Thursday or Friday. These will not be set in stone - you can change them, tweak them, narrow them or broaden them as you develop your lesson. Remember:
-a content objective tells what you want students to know and do. For example: Students will read the short story "I Hate Homework" and write about how they relate or don't relate to the main character.
-a language objective tells how students will access the content. For example: Students will learn the vocabulary words: "Book Report" and "Despise". Another example: Students will use the writing structure: "I am similar to the character because..." and "I am different from the character because..."
2) How will you assess your objectives?
3) Why is it important to only assess your objectives?
Sunday, July 24, 2011
Day One Reflection
Welcome to Methods of Teaching Reading & Writing!
Think about the before, during and after reading activities you chose during class. Choose one "before reading" activity. Explain how that activity will build background knowledge for a topic you will ask your students to learn?
Think about the before, during and after reading activities you chose during class. Choose one "before reading" activity. Explain how that activity will build background knowledge for a topic you will ask your students to learn?
Subscribe to:
Posts (Atom)