robin's blog: blog 1

Saturday, July 11, 2009

blog 1

I never realized that language arts was broken down into different parts. Seeing how it was broken down makes it cleared how to teach it. I also like seeing the different way the word wall was used. Working in the school I have seen many word walls but they were usually put up and forgotten or just put up for show to begin with. I have learned so much already.

3 comments:

Anna GarciaJuly 11, 2009 at 8:18 PM
Yes, the word wall was a neat idea. I hope to use it one day.
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Maria's BlogJuly 11, 2009 at 10:03 PM
Hopefully, when the day comes and we are teachers, we will be better trained to use all the resources that we have been exposed to in our classes. I know that a lot of what I have learned this summer, I will be able to put into practice next school year.
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Wally's BlogJuly 12, 2009 at 3:59 PM
I also think that the word wall is a great idea. I think that using a word wall is a great way to get children to learn words that they may not have heard before. It can definitely help expand a child's vocabulary.
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lesson plan

read aloud: The Tiny Seed by Eric Carl Objective/Purpose  The students will listen as the story is read.  The students will be able to point out or name the title, author, illustrator, setting, and whether the book was read for entertainment or information with 90% accuracy.  The students will be able to answer questions as the story is read with 90% accuracy.  The students will be able to name the seasons of the year with 90 % accuracy.  The students will participate in discussions about predictions and experiences related to the book. TEKS Standards: §110.19. English Language Arts and Reading, Grade 7, Beginning with School Year 2009-2010 (26) Listening and Speaking/Listening. Students will use comprehension skills to listen attentively to others in formal and informal settings. Students will continue to apply earlier standards with greater complexity. Students are expected to: (A) listen to and interpret a speaker's purpose by explaining the content, evaluating the delivery of the presentation, and asking questions or making comments about the evidence that supports a speaker's claims; (B) follow and give complex oral instructions to perform specific tasks, answer questions, or solve problems; and (C) draw conclusions about the speaker's message by considering verbal communication (e.g., word choice, tone) and nonverbal cues (e.g., posture, gestures, facial expressions). (27) Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students will continue to apply earlier standards with greater complexity. Students are expected to present a critique of a literary work, film, or dramatic production, employing eye contact, speaking rate, volume, enunciation, a variety of natural gestures, and conventions of language to communicate ideas effectively. (28) Listening and Speaking/Teamwork. Students work productively with others in teams. Students will continue to apply earlier standards with greater complexity. Students are expected to participate productively in discussions, plan agendas with clear goals and deadlines, set time limits for speakers, take notes, and vote on key issues. Delivery System Anticipatory:  Prepare and start class garden students can decide what to grow.  Discuss season of the year during calendar time  Spring is traditional for planting but what grows during other times of the year for example fall pumpkins.  Discuss plant seeds and bulbs or plants that grow from cuttings.  Discuss plant parts and growth stages Guided practice:  Ask students to make predictions after each seed is left behind  Think aloud as I read  Use voice to accentuate emotions in the text Closure:  Discuss predictions and what really happened in journal then share in a group.  Discuss vocabulary: Students can write troublesome words in their journal and then bring them to the group.  What did the students think of the book?  Why did the author write the book?  Do craft activity: Scarecrow  Decide on when each child will tend to the garden and what needs to be done.  Chart growth of plants.  Field trip to Botanical Garden  Have an after harvest party Materials  Book- The Tiny Seed, by Eric Carle  Charts: garden duty, What to grow  Scarecrow cut and paste craft  Garden tools, seeds  Word cards for word wall Special Circumstances  Use amplifier for hearing impaired student  Use real flowers for visually impaired students to smell and feel.  Use picture flash cards for vocabulary enrichment  Use plant parts chart and work sheets

robin's blog

Saturday, July 11, 2009

blog 1

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