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This lesson was created for a 5th grade literacy class at ALBA School. The primary language of many of the students' households is Spanish. The purpose of the story map summary was to compel students to go back to the text.
This lesson was created for a 5th grade literacy class at ALBA School. The primary language of many of the students' households is Spanish. The purpose of the story map summary was to compel students to go back to the text.
This lesson was created for a 5th grade literacy class at ALBA School. The primary language of many of the students' households is Spanish. The purpose of the story map summary was to compel students to go back to the text.
behavior to relevant frameworks in order to determine and implement learning prescriptions. Wisconsin Standards for Educator Development and Licensure: Standard 6 The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom. This lesson was created for a 5th grade literacy class at ALBA School. ALBA a teacher led bi-lingual charter school in the Milwaukee Public School District. The primary language of many of the students households is Spanish. There are 15 students in this literacy group in an unequal arrangement of 2 girls and 13 boys and none qualifying for special education services for language arts. Students were initially grouped based on MAPs scores. In the week preceding this lesson, students were regrouped according to performance within the initial groups. This new group of students is comprised of thirteen 5th grade and two 4th grade students that are reading at a 5th grade level. Behavior (talking out and over others) is an issue with several students in this group. One member of this group is involved in check in/check out as part of a PBIS program. The story mapping lesson was developed to support students comprehension of the story The Keeping Room by Anna Myers. This lesson was taught as students were nearing the completion of the story. Up to this point, students had expressed limited understanding of the story and its characters. When they wrote letters to the main character, they were unable to use textual evidence of their thinking. The purpose of the story map summary was to compel students to go back to the text to find passages to support their ideas of what was occurring in the book. Through careful classroom observation and close cooperation with the supervising teacher, I came to learn that these students needed a way to solidify their ideas with visual support since their primary language was not English. Do to my diagnosis of the students and environment; I created a lesson with visual components for learning. The video supports my understanding of the Wisconsin teacher standard six that teachers communicate well. I use clear instructions for students that are supported by visuals to be clear about my expectations for work. I also am able to use non-verbal communication such as finger to lips to remind them that they should be quiet, eye contact with students who were speaking, and a smile to encourage students. These non-verbal signals help keep students focused and on task.
(Mathematical Modelling - Theory and Applications 10) C. Rocşoreanu, A. Georgescu, N. Giurgiţeanu (Auth.) - The FitzHugh-Nagumo Model - Bifurcation and Dynamics-Springer Netherlands (2000)